ERIC Number: EJ1402292
Record Type: Journal
Publication Date: 2024
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-4871
EISSN: EISSN-1552-7816
"Motivated to Teach, but Stressed Out by Teacher Education": A Content Analysis of Self-Reported Sources of Stress and Motivation among Preservice Teachers
Núñez-Regueiro, Fernando; Escriva-Boulley, Géraldine; Azouaghe, Soufian; Leroy, Nadia; Núñez-Regueiro, Santiago
Journal of Teacher Education, v75 n1 p76-91 2024
Strong evidence exists for the high vocational calling reported by candidate teachers, but also for the high rates of attrition early in the profession. Current approaches often explain this paradox by the stress associated with first teaching experiences (i.e., vocational stress processes). By contrast, the present study focuses on the stress experienced during teacher education (i.e., academic stress processes), by analyzing the sources of stress and motivation described in writing by French preservice teachers. Using systematic procedures for content analysis (N = 106 autobiographical texts), major results suggest that preservice teachers are mostly motivated by their positive views of the teaching profession, but that the academic demands they face during teacher education challenge their motivation to pursue the career. Implications are drawn on ways to analyze and tackle academic stress processes, in an effort to support candidate teachers' wellbeing and thus limit attrition rates.
Descriptors: Content Analysis, Stress Variables, Student Motivation, Preservice Teachers, Teacher Education, Teaching Experience, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: France
Grant or Contract Numbers: N/A