Korean Journal of Child Studies (아동학회지)

Korean Association of Child Studies (한국아동학회)
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Stress and Coping Associated with an Early Childhood Teacher Education Practicum : The Student Teacher's Perspective

보육실습 현장에서 실습생이 들려주는 스트레스와 대처

  • Received : 2009.10.31
  • Accepted : 2010.03.26
  • Published : 2010.04.30
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Abstract

This qualitative study explored the causes of student teacher stress during an early childhood teaching practicum and investigated the ways in which student teachers cope with this stress. Four student teachers in the same practicum placement were individually interviewed. The findings revealed that stress arose over a variety of concerns including both lack of professional knowledge related to the teaching practice and the challenges involved in establishing a positive relationship with their cooperating teacher, the parents and staff. The stress experienced by the student teacher was accompanied by physical symptoms such as exhaustion, fatigue, and the onset of vulnerability to colds. However, the students were found to be generally unsuccessful in managing their stress effectively. The results suggest that attempts to improve the practicum environment should be accompanied by academic interests and practical issues related to these stresses and that there is a clear need for programs designed to assist student teachers develop stress management skills.

Keywords

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