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QCQU20110729154000.0110414t2010 qea| |s| |00| 0|eng d vi000878073201107291540dawsone201107291531dawsone201105102230dawsone201105101916dawsone201104141330andersencqu:6737 (ACQUIRE COLLECTION)Knight, Cecily.Preservice teacher stressors and their reactions to those stressors[electronic resource] :resilient responses /Cecily Knight, Jo Balatti, Malcolm Haase and Lyn Henderson.Townsville, Qld. :ATEA,2010.9 p. ;"Paper reference 402".The study reported in this paper looked at preservice teachers’ perceptions of stressors as they engaged with a core subject in the Bachelor of Education program. Preservice teachers’ responses to those stressors were explored in an attempt to ascertain their capacity or lack thereof, for resilient responses. Diminished resilience has the potential to affect teachers’ ability to respond to the challenges that face them and their students (Grayson & Alvarez, 2008). Teachers’ inability to cope with the demands placed on them and the resulting stress and attrition impact the sustainability of the profession.The study involved a target population of 135 second year preservice teachers engaged in a compulsory subject that included professional experience in schools, on-campus tutorials and online engagement. Data analysed were preservice teachers’ responses to two surveys and a written essay on the topic of resilience. Survey and essay questions were developed around two dimensions of preservice teacher education that impact on the formation of teacher professionalism. The first dimension was the awareness of potential stressors that impact on the work of teachers; and the second, the awareness that preservice teachers can increase their resiliency in managing these stressors. Responses were coded using categories emerging from the data. These categories were then considered in relation to a three-dimensional resilience framework: resilience as a state; a condition; and a practice (Knight, 2007).Findings are consistent with research into coping and resilience building for teachers that establishes the importance of managing the emotional aspects of teachers’ professional work (Le Cornu, 2009; Parker & Martin, 2009). The findings also support the Knight resilience framework (2007) as a useful guide to designing and incorporating resilience education in preservice teacher programs.Knight, C, Balatti, J, Haase, M & Henderson, L 2010, 'Preservice teacher stressors and their reactions to those stressors: resilient responses.' paper presented to the Australian Teacher Education Association: Teacher Education for a Sustainable Future, Townsville, 4-7 July, 2010, http://atea.edu.au/index.php?option=com_jdownloads&Itemid=132&task=view.download&cid=145TBA Research Grant.COPYRIGHT STATEMENT NEEDEDen-ausNonHERDC2010.Non-CQU author at time of publication.ERA EligibleLIBRARY OF CONGRESS NEEDEDApplied research.ANZSRC (2008) : Type of Activity (TOA)anzsrctoa930202 Teacher and Instructor Development.ANZSRC (2008) : Socio-economic objective (SEO)anzsrcseo130313 Teacher Education and Professional Development of EducatorsANZSRC (2008) : Fields of Research (FOR)anzsrcforTeacher education --ResilienceConference Paper.Full Paper (Refereed)herdcACQUIRECollectionERACollectionBalatti, Jo.Haase, Malcolm.Henderson, Lyn.James Cook University.Australian Teacher Education Association.National Conference(2010 :Townsville, Qld.)Australian Teacher Education Association : Teacher Education for a Sustainable Future, Townsville, 4-7 July, 2010.Townsville, Qld. : ATEA, 2010.p. 1-99 pagesRefereedACQUIRE [electronic resource] : Central Queensland University Institutional Repository.Full-text options.http://hdl.cqu.edu.au/10018/56230Published version.Please use this identifier to cite or link to this item.http://atea.edu.au/index.php?option=com_jdownloads&Itemid=132&task=view.download&cid=145
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QCQU20110729154000.0110414t2010 qea| |s| |00| 0|eng d vi000878073201107291540dawsone201107291531dawsone201105102230dawsone201105101916dawsone201104141330andersencqu:6737 (ACQUIRE COLLECTION)Knight, Cecily.Preservice teacher stressors and their reactions to those stressors[electronic resource] :resilient responses /Cecily Knight, Jo Balatti, Malcolm Haase and Lyn Henderson.Townsville, Qld. :ATEA,2010.9 p. ;"Paper reference 402".The study reported in this paper looked at preservice teachers’ perceptions of stressors as they engaged with a core subject in the Bachelor of Education program. Preservice teachers’ responses to those stressors were explored in an attempt to ascertain their capacity or lack thereof, for resilient responses. Diminished resilience has the potential to affect teachers’ ability to respond to the challenges that face them and their students (Grayson & Alvarez, 2008). Teachers’ inability to cope with the demands placed on them and the resulting stress and attrition impact the sustainability of the profession.The study involved a target population of 135 second year preservice teachers engaged in a compulsory subject that included professional experience in schools, on-campus tutorials and online engagement. Data analysed were preservice teachers’ responses to two surveys and a written essay on the topic of resilience. Survey and essay questions were developed around two dimensions of preservice teacher education that impact on the formation of teacher professionalism. The first dimension was the awareness of potential stressors that impact on the work of teachers; and the second, the awareness that preservice teachers can increase their resiliency in managing these stressors. Responses were coded using categories emerging from the data. These categories were then considered in relation to a three-dimensional resilience framework: resilience as a state; a condition; and a practice (Knight, 2007).Findings are consistent with research into coping and resilience building for teachers that establishes the importance of managing the emotional aspects of teachers’ professional work (Le Cornu, 2009; Parker & Martin, 2009). The findings also support the Knight resilience framework (2007) as a useful guide to designing and incorporating resilience education in preservice teacher programs.Knight, C, Balatti, J, Haase, M & Henderson, L 2010, 'Preservice teacher stressors and their reactions to those stressors: resilient responses.' paper presented to the Australian Teacher Education Association: Teacher Education for a Sustainable Future, Townsville, 4-7 July, 2010, http://atea.edu.au/index.php?option=com_jdownloads&Itemid=132&task=view.download&cid=145TBA Research Grant.COPYRIGHT STATEMENT NEEDEDen-ausNonHERDC2010.Non-CQU author at time of publication.ERA EligibleLIBRARY OF CONGRESS NEEDEDApplied research.ANZSRC (2008) : Type of Activity (TOA)anzsrctoa930202 Teacher and Instructor Development.ANZSRC (2008) : Socio-economic objective (SEO)anzsrcseo130313 Teacher Education and Professional Development of EducatorsANZSRC (2008) : Fields of Research (FOR)anzsrcforTeacher education --ResilienceConference Paper.Full Paper (Refereed)herdcACQUIRECollectionERACollectionBalatti, Jo.Haase, Malcolm.Henderson, Lyn.James Cook University.Australian Teacher Education Association.National Conference(2010 :Townsville, Qld.)Australian Teacher Education Association : Teacher Education for a Sustainable Future, Townsville, 4-7 July, 2010.Townsville, Qld. : ATEA, 2010.p. 1-99 pagesRefereedACQUIRE [electronic resource] : Central Queensland University Institutional Repository.Full-text options.http://hdl.cqu.edu.au/10018/56230Published version.Please use this identifier to cite or link to this item.http://atea.edu.au/index.php?option=com_jdownloads&Itemid=132&task=view.download&cid=145
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