An Investigation into Teacher Wellbeing During the Teacher Training Year
Article Sidebar
Main Article Content
Abstract
For those studying for the Post Graduate Certificate in
Education (PGCE), the teaching practice placement can
be a daunting experience. Trainee teachers have to adjust
into a new workplace and a complicated professional
role which can be stressful; this can result in teachers
leaving the profession in their early years if they do not
equip themselves with coping strategies and display
resilient behaviour.
The aims of this study were to gain a deeper
understanding of how a cohort of science and design
and technology PGCE students settled into schools on
their teaching placement and to investigate any
differences between mature trainees (those who had
taken at least one gap year after their undergraduate
degree) and those who have continued straight through
their education. Two questionnaires (pre n= 42; post
n=48) and a voluntary interview (n=7) were used.
Many trainees described their experience as rewarding,
yet exhausting and challenging. However, the interviews
highlighted there was some erosion of their personal
‘self’ at this early stage of their career. This resulted in,
for example, changes in their sleep, eating and exercise
patterns and an impact on their relationships.
Education (PGCE), the teaching practice placement can
be a daunting experience. Trainee teachers have to adjust
into a new workplace and a complicated professional
role which can be stressful; this can result in teachers
leaving the profession in their early years if they do not
equip themselves with coping strategies and display
resilient behaviour.
The aims of this study were to gain a deeper
understanding of how a cohort of science and design
and technology PGCE students settled into schools on
their teaching placement and to investigate any
differences between mature trainees (those who had
taken at least one gap year after their undergraduate
degree) and those who have continued straight through
their education. Two questionnaires (pre n= 42; post
n=48) and a voluntary interview (n=7) were used.
Many trainees described their experience as rewarding,
yet exhausting and challenging. However, the interviews
highlighted there was some erosion of their personal
‘self’ at this early stage of their career. This resulted in,
for example, changes in their sleep, eating and exercise
patterns and an impact on their relationships.
Article Details
How to Cite
TURNER, Sarah; ZANKER, Nigel; BRAINE, Maggie.
An Investigation into Teacher Wellbeing During the Teacher Training Year.
Design and Technology Education: an International Journal, [S.l.], v. 17, n. 2, july 2012.
ISSN 1360-1431.
Available at: <https://ojs.lboro.ac.uk/DATE/article/view/1729>. Date accessed: 28 jan. 2023.
Keywords
well-being, teacher training, school environments, mentoring
Issue
Section
Research
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.