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International Graduate Centre of Education

Pre-Service Teachers’ Stress and Assessment Design

The primary objective of this study is to identify key stressors faced by pre-service teachers during their professional development experience

Dr Gretchen GengChief Investigator: Dr Gretchen Geng

The demands of balancing practicum experience, including ‘on the job’ assessment tasks, with university based theoretical demands can create varying levels of stress among pre-service teachers. If left unmanaged, such stressors have the potential to affect the successful learning among pre-service teachers.

The primary objective of this study is to identify key stressors faced by pre-service teachers during their professional development experience.

This will be accomplished by:

1) utilising the Perceived Stress Scale (PSS) to identify stress and measure affected participants’ stress levels; and

2) conducting face-to-face interviews with pre-service teachers to ascertain how different demographics, geographical locations, and assessment designs may be experienced as stressors among the participants’ involved in the study.

The results of this project will inform and assist in developing support services designed to improve pre-service teachers’ ability to successfully manage stress.

Publications

Geng, G., & Midford, R. (2015). Investigating First Year Education Students’ Stress Level. Australian Journal of Teacher Education, 40(6), 1-12.

New Research

A new research project entitled 'Fourth year pre-service teacher mentors: A firsthand guide to reducing stress in first year teaching students' was developed based off the successful results from this study.

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