Comparing Stress Levels of Graduate and Undergraduate Pre-Service Teachers Following Their Teaching Practicums

Hua Geng, Richard Midford, Jenny Buckworth

    Research output: Contribution to journalArticle


    In comparison to undergraduate pre-service teachers (PSTs), graduate PSTs have previously completed a three-year bachelor degree and are enrolled in initial teacher education (ITE) programs to become a teacher. Following a review of literature on teachers’ sense of stress, reflection and identity development, this study compared the stress levels and concerns of graduate PSTs with those of undergraduate PSTs. One hundred and fifty-one graduate and one hundred and fifty-nine undergraduate PSTs participated in this study. The graduate PSTs had significantly higher stress levels than undergraduate PSTs (p < .01). Contributing stressors from both groups’ own demographic background and teaching practicum perspectives were investigated and compared. These findings provide an empirical basis from which to develop appropriate strategies to support both groups of PSTs to manage their stress, develop their identity and personal beliefs and increase their retention in teacher education programs.
    Original languageEnglish
    Article number6
    Pages (from-to)100-116
    Number of pages16
    JournalAustralian Journal of Teacher Education
    Issue number9
    Publication statusPublished - Sep 2016


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