Social support as a contributor to student teachers’ experienced well-being

Väisänen, Sanna; Pietarinen, Janne; Pyhältö, Kirsi; Toom, Auli; Soini, Tiina

doi:10.1080/02671522.2015.1129643

Cited by 45 publications

(48 citation statements)

References 50 publications

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“…Another reason for complying was the need to 'please' supervising teachers. Thus, it was clear that students were not given an opportunity to develop their own identities (Du Plessis, 2013;Väisänen, Pietarinen, Pyhältö, Toom & Soini, 2017). This meant that the school context did not always provide powerful spaces for learning as intended (Feiman-Nemser, 2001), and restricted the participants' freedom to make judgements about their practice (Biesta, 2005).…”

Section: Pedagogical Choices Are Linked To Supervising Teacher's Guidmentioning

confidence: 99%

“…Research on Initial Teacher Education (ITE) internationally (Feinman-Nemser, 2001;Hagger & McIntyre, 2006) and in South Africa (Bertram, 2011;Reeves & Robinson, 2014), has grown considerably in the past decade, particularly with regard to the mentoring of students on teaching practice. There are debates within the literature concerning the effectiveness of teaching practice at schools and the impact of mentoring relationships between supervising teachers and pre-service teachers 1 (Du Plessis, 2013;Kiggundu & Nayimuli, 2009;Quick & Siebörger, 2005;Shalem, 2003;Väisänen, Pietarinen, Pyhältö, Toom & Soini, 2017;Yuan, 2016). With the increasing attrition rate of teachers (Fleisch, 2007) and school leavers' reluctance to enrol in ITE courses, it is imperative to understand what pre-service teachers' experiences are on teaching practice and how this influences their understanding of teaching as a profession.…”

Section: Introductionmentioning

confidence: 99%

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Voices from the classroom: Pre-service teachers’ interactions with supervising teachers

Moosa

Rembach

2018

PiE

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Teaching practice is an important requirement to acquire a teaching qualification from South African universities. During teaching practice, it is customary for supervising teachers to guide and evaluate the students' performance. However, very little is known about how the interaction with supervising teachers influences the students' views about the teaching profession. Forty finalyear Bachelor of Education students at the University of the Witwatersrand gave their consent to participate in a qualitative study using open-ended questionnaires. This research aimed to explore pre-service teachers ' voices, using Denise Batchelor's (2008;2006) research pertaining to conceptualisations of voice, namely, practical, epistemological and ontological, which were used to analyse the data. The findings suggested that pre-service teachers' pedagogical choices were linked to the supervising teachers' guidance. Many of the supervising teachers framed teaching as a profession that foregrounded administrative tasks and classroom management. Some of the supervising teachers' negative perceptions of the profession caused pre-service teachers to question their choice to become teachers. Another issue was that pre-service teachers wish to feel welcomed and supported at schools, but most experienced a lack of mentorship from their supervising teachers. We recommend that supervising teachers attend workshops and courses on how to mentor pre service teachers.

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Section: Pedagogical Choices Are Linked To Supervising Teacher's Guidmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Voices from the classroom: Pre-service teachers’ interactions with supervising teachers

Moosa

Rembach

2018

PiE

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“…al., 2016) as well as research groups, international researcher networks or special interest groups, and relationships with institutional representatives, for example funding agencies. Social support is a meta-construct comprising emotional, informational and instrumental forms (see Cobb 1976;House 1981;Väisänen, et al, 2016).…”

Section: Supervisory and Researcher Community Supportmentioning

confidence: 99%

How does social support contribute to engaging post-PhD experience?

Pyhältö

McAlpine

Peltonen

et al. 2017

European Journal of Higher Education

Self Cite

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Social support from the supervisor and the researcher community has been identified as one of the determinants for successful completion of doctoral studies. Still surprisingly little known about the function of social support for early career Post-PhD researchers. Even less is known about the individual variation in experienced social support among Post-PhD researchers. This study explores the function of social support in terms of experienced research engagement, burnout and abandonment intentions among Post-PhD researchers. Altogether, 282 Post-PhD researchers from UK and Spanish universities completed the survey. The cluster analysis was applied. Results show that the majority of participants experienced high levels of supervisory and researcher community support. Researchers representing an Adequate Support profile were less likely to experience burnout or to consider abandonment; they also experienced a higher degree of research engagement than their less fortunate counterparts. Further, Post-PhD researchers working in research groups were more likely to display the Adequate Support profile than those working primarily on their own. Strikingly, scientists were more likely than social scientists to be represented in the Reduced Support profile. Interestingly, there were no statistically significant differences between the UK and Spanish Post-PhD or female and male researchers in support profiles.

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“…It has been found (Väisänen, Pietarinen, Pyhältö, Toom, & Soini, 2017) that the psychological component of young teachers' subjective quality of life was significantly influenced by the emotional support of their colleagues.…”

Section: Discussionmentioning

confidence: 99%

Self-Report of Emotional Abilities and Subjective Quality of Life Among Physical Education Teachers

Dumčienė¹,

Sipavičiūtė²,

Paleckis³

2020

BJSHS

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Background. The behaviour of physical education (PE) teachers in managing the lesson is significantly related to their life satisfaction (Bahadir, 2013). PE teachers’ self-report of emotional abilities is positively associated with the educational achievements of their students and increasing teachers’ self-report of emotional abilities improves the quality of physical education (Buns & Thomas, 2016). High self-report of emotional abilities reduces the impact of work-related stress on teachers, increases their creativity in classroom activities and increases students' satisfaction with physical activities (Huang, Liu, Hsieh, & Chang, 2015). The aim of this study was to evaluate physical education teachers’ self-report of emotional abilities and subjective quality of life in comparison with teachers of other subjects, so that in the future more effective measures for improving teachers’ self-report of emotional abilities and subjective quality of life could be developed.Methods. To collect data, Schutte SSRI and SF-36 questionnaire survey was applied.Results. We found that, according to some sub-scales, men and women were significantly (p < .05) different in the estimation of their subjective quality of life. Women scored better (higher scores) than men in their physical performance, emotional state, energy/fatigue, and perceived pain. In this study, we revealed significant correlations between social skills and appraisal (r = .305, p < .01), emotional well-being and appraisal (r = .214; p < .05), and energy/fatigue and appraisal (r = .209; p < .05). The data obtained in our study revealed that male and female teachers evaluated their ability to understand and analyze emotions and manage emotions differently (p < .05).Conclusions. Teachers’ self-report of emotional abilities differed significantly by appraisal and utilization and by the subject taught, which differed in optimism, appraisal, and utilization. Significant (p < .05) differences in subjective quality of life were found by gender in to physical functioning, emotional well-being, energy/fatigue, and pain. There was no significant difference found in subjective quality of life by the subject taught.Keywords: physical education, teacher, self-report of emotional abilities, subjective quality of life.

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Social support as a contributor to student teachers’ experienced well-being

Cited by 45 publications

References 50 publications

Voices from the classroom: Pre-service teachers’ interactions with supervising teachers

Voices from the classroom: Pre-service teachers’ interactions with supervising teachers

How does social support contribute to engaging post-PhD experience?

Self-Report of Emotional Abilities and Subjective Quality of Life Among Physical Education Teachers

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