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ERIC Number: EJ1098105
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0261-9768
Impact of an In-Service Training in Neurocognitive Insights on Teacher Stress, Teacher Professionalism and Teacher Student Relationships
Sneyers, Elien; Jacobs, Karen; Struyf, Elke
European Journal of Teacher Education, v39 n2 p253-266 2016
The stressful nature of the teaching profession is recognised worldwide. Consistent with the recent international attention regarding the connection between neurocognition and education, the study "Learn2be@school" introduced a training for teachers about the occurrence of stress and the relationship between human behaviour and the functioning of the human brain. This study investigates whether neurocognitive insights contribute to stress reduction in the professional and personal functioning of teachers, and focuses more specifically on the impact of the training on their attitudes (attitude level), understanding (knowledge level) and handling (application level) of complex stress situations. Using a quasi-experimental study design with 12 participants and 28 non-participants, data were gathered twice through the use of vignettes and in-depth interviews. The results indicated an impact of the training, not only on the stress experienced by teachers in their professional and personal functioning, but also at the level of the teacher-student relationship and team functioning.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium
Grant or Contract Numbers: N/A