Student teachers’ proactive strategies for avoiding study-related burnout during teacher education

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

doi:10.1080/02619768.2018.1448777

Cited by 51 publications

(66 citation statements)

References 81 publications

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“…There is also evidence that time management (goal setting, prioritizing, and planning) is an effective strategy in reducing burnout risk among teachers (Peeters and Rutte 2005). We recently showed that the proactive strategy use was associated with the reduced risk of student teacher burnout, particularly in terms of exhaustion and inadequacy being experienced (Väisänen et al 2018). Proactive self-regulation has also been found to be related to lower risk of burnout among school principals .…”

Section: Proactive Strategies For Reducing Burnoutmentioning

confidence: 90%

“…H3: Proactive strategy use is likely to be associated with reduced burnout risk (Pietarinen et al 2013a. However, the function of self-and co-regulative strategies in reducing experienced socio-contextual burnout varies ,Väisänen et al 2018 across the profiles.…”

Section: Aim Of the Studymentioning

confidence: 99%

“…Proactive strategies can focus primarily on regulation of one's own behaviors and thoughts, (self-regulation), or on collaboration with others, (co-regulation), or both (Pietarinen et al 2013a,Väisänen et al 2018. Proactive self-regulation entails regulation of one's own behavior, cognition, and emotions such as slowing work pace, while proactive co-regulation strategies refer to building and modifying social resources intentionally such as asking for, providing, and receiving help from colleagues to deal with the potential stressor (Pietarinen et al 2013a, Smith and Lev-Ari 2005,Väisänen et al 2018. It has been suggested that proactive strategies can be effective in reducing teacher burnout (Klassen and Durksen 2014;Pietarinen et al 2013a).…”

Section: Proactive Strategies For Reducing Burnoutmentioning

confidence: 99%

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Teacher burnout profiles and proactive strategies

et al. 2020

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Teacher burnout has been identified as a significant occupational hazard. However, our understanding about individual variations in burnout risk among in-service teachers is still less than sufficient. This study explored socio-contextual burnout risk profiles and their association with the reported use of proactive strategies among in-service teachers by using a person-oriented approach. The survey data were collected from 2310 Finnish in-service primary and lower secondary school teachers using a probability sampling method. In the latent profile analysis, five socio-contextual burnout profiles were identified. The profiles differed from each other in terms of burnout symptoms and proactive strategy use. Results suggested that there is individual variation in teachers' risk of burnout. In addition, the results imply that well-developed proactive strategies, both in terms of self-and co-regulative strategies, are related to lower risk of experiencing sociocontextual burnout. The utilization of strong co-regulative strategies was related to lower risk of experiencing exhaustion and inadequacy during teacher-pupil interactions. However, strong self-regulation combined with low levels of co-regulation was related to an increased risk of experiencing cynicism. This implies that learning proactive strategies may be useful in preventing teacher burnout.

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Section: Proactive Strategies For Reducing Burnoutmentioning

confidence: 90%

Section: Aim Of the Studymentioning

confidence: 99%

Section: Proactive Strategies For Reducing Burnoutmentioning

confidence: 99%

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Teacher burnout profiles and proactive strategies

et al. 2020

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“…When it comes to study-related burnout among student teachers, Väisänen et al (2018) found that coping strategies including efforts to manage stress reduced study-related burnout. Even though levels of burnout are low among student teachers, burnout as a concept is widely acknowledged at schools as being an important issue to deal with.…”

Section: Burnout Among Student Teachersmentioning

confidence: 99%

Talk of Teacher Burnout among Student Teachers

Lindqvist

Weurlander

Wernerson

et al. 2020

Scandinavian Journal of Educational Research

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Student teachers recurrently and spontaneously talk about burnout when considering challenges of teaching. The following paper aims to address burnout from the perspectives of student teachers, as well as how they prepare to deal with the threat of burnout. There is a lack of research from a student teacher's perspective concerning burnout. Focus groups and semi-structured interviews were analysed using constructivist grounded theory. The findings reveal that student teachers engaged in a learning process related to (a) making sense of the perceived causes of burnout, and (b) constructing proactive strategies. The perceived causes of burnout were understood as individual work ethics, systemic reasons, collegial negativity and personal deficits. These perceived causes were related to strategies to protect against burnout.

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“…Proactive strategies have a positive and forwardlooking approach to managing classroom interaction and dealing with problematic teacher-pupil encounters (Clunies-Ross et al 2008;Greenglass and Fiksenbaum 2009). It has been shown that student teachers' proactive strategies are related to decreased burnout and suggested that learning of proactive classroom strategies should be facilitated throughout the Finnish teacher education programmes (Pietarinen et al 2013;Väisänen et al Forthcoming). Furthermore, student teachers with more education employ more proactive strategies than student teachers with less training do (Woodcock and Reupert 2013).…”

Section: Student Teachers' Proactive and Reactive Strategiesmentioning

confidence: 99%

Student-teachers’ strategies in classroom interaction in the context of the teaching practicum

Heikonen

Toom

Pyhältö

et al. 2017

Journal of Education for Teaching

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Strategies student teachers employ in classroom interaction with pupils during teaching practice periods are surprisingly understudied, considering that the teaching practicum provides a central arena for student teachers learning to become teachers. This study investigates the primary strategies student teachers utilised in classroom interaction and the multiple qualities of these strategies. The data were collected from 31 student teachers during their teaching practicum through stimulated recall (STR) interviews focusing on challenging and empowering critical incidents that student teachers chose from their video recorded lessons. The results showed that in challenging classroom incidents, student teachers applied predominantly reactive behavioural strategies, whereas in the empowering situations, student teachers primarily employed proactive cognitive and behavioural strategies. Use of proactive cognitive strategies was typically associated with positive meaningful experiences; hence, they setting the stage for utilizing a more diverse set of proactive strategies in the classroom. Implications for teacher education programmes providing student teachers authentic learning opportunities that promote proactive strategies are discussed.

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Student teachers’ proactive strategies for avoiding study-related burnout during teacher education

Cited by 51 publications

References 81 publications

Teacher burnout profiles and proactive strategies

Teacher burnout profiles and proactive strategies

Talk of Teacher Burnout among Student Teachers

Student-teachers’ strategies in classroom interaction in the context of the teaching practicum

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