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1860799923558023168
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INTELEK Repository
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| collection |
Online Access
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https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072
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| date |
2012-11-19 06:37:47
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Restricted Document
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| id |
7936
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UniSZA
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| internalnotes |
1. Adams, E. (2001). ‘A proposed causal model of vocational teacher stress. Journal of Vocational Education and Training 53/2: 223-246. 2. Bampton, R & J.C. Cowton. (2002). ‘The E�Interview. Forum’. Qualitative Social Research. 3(2). 1-10 3. Bress, P. (2006). ‘Beating stress: creating happiness and well-being in TEFL’. Modern English Teacher 15/3: 5-15. 4. Austin, V., Shah, S. & S. Muncer. (2005).‘Teacher stress and coping strategies used to reduce stress.’ Occupational Therapy International 12/2: 63-80. 5. Carter, S.(2005). Organizing Systems to Support Competent School Behavior. In Children and Youth: Volume III, Teacher Stress and Burnout, Dec. 1994. http://interact.uoregon.edu/wrrc/Burnout.html 6. Cooper, C. L., (2000) Stress at Work, October 6. http://stress.channel4.com 7. Dunham, J., & Varma, V. (Eds). (1998). Stress in teachers: Past, present, and future. (120 – 138). London: Whurr. 8. Fimian, M.J. (1987). ‘Teacher stress: an expert appraisal.’ Psychology in the Schools 24: 5-14. 9. Gold, Y., & Roth, R. A. (1993). Teachers managing stress and preventing burnout: The professional health solution. Washington, DC: The Falmer Press. 10. Hart, Peter M, Wearing, Alexander J., & Conn Michael (1995). Conventional wisdom is a poor predictor of the relationship between discipline policy, student misbehavior and teacher stress. British Journal of Educational Psychology, 65(1), 27–48. 11. Horwitz, E. (1996). ‘Even teachers get the blues: recognizing and alleviating language teachers feelings of foreign language anxiety’. Foreign Language Annals 29/3: 365-372. 12. Jenkins, S. & J. Calhoun. (1991). ‘Teacher stress: issues and intervention’. Psychology in the Schools 28: 60 - 70. 13. Jepson, E. and Forrest, S. (2006). Individual Contributory Factors in Teacher Stress: The Role of Achievement Striving and Occupational Commitment. British Journal of Educational Psychology, 76, 183-197. 14. Kim, S. (2004). ‘When and how to resolve language issues of non-native-English-speaking teachers-in-preparation in TESOL programs’. NNEST Newsletter, TESOL 6/2. 15. Kyriacou, C., (2000) Stress-Busting for Teachers, Cheltenham: Stanley Thornes (Publishers) Ltd. 16. Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53, 27 – 35. 17. Lambert, R., & McCarthy, C. (Eds). (2006). Understanding Teacher Stress in an Age of Accountability. Information Age Publishing, Inc. 18. Larchick, R. & Chance, E. W.(2001). Teacher Performance and Personal Life Stressors: Implications for Urban School Administrators. National Forum of Teacher Education Journal. v. 10E (3), 1999-2000. http://www.bctf.ca/info/research/TeacherStress.htm l 19. Michelson, W. & Harvey, A.(2000). Is Teachers’ Work Never Done? Time-use and Subjective Outcomes, Radical Pedagogy. http://radicalpedagogy.icaap.org/content/issue2_1/0 2Michelson.html#b12, produced by ICAAP. 20. Murdoch, G. (1994). ‘Language development provision in teacher training curricula’. ELT Journal 48/3: 253-265. 21. Nunan, R. (1992). Research Methods in Language Learning. Cambridge: Cambridge University Press 22. Reglin, G. & Reitzammer, A(1998). Dealing with the Stress of Teachers. http://www.parentsurf.com/p/articles/mi_qa3673/is _199807/ai_n8801034 23. Russel, J. (2000). Stress Free Teaching, A Practical Guide to Tackling Stress in Teaching, Lecturing and Tutoring. London: Kogan Page Limited. 24. Selye, H (1974). Stress without Distress. New York, NY. Harper and Row Publisher, Inc. 25. Smith, M.L. and Glass, G.V. (1987). Research and Evaluation in Education and the Social Sciences. Englewood Cliffs: Prentice-Hall. 26. Travers, C., & Cooper, C. (1996). Teachers under pressure. New York: Routledge 27. Tudor, I. (1993). ‘Teacher roles in the learner-centered classroom’. ELT Journal 47/1: 22-31. 28. Younghusband, L (May 2005). High School Teachers’ Perceptions of Their Working Environment in Newfoundland: A Grounded Theory Study. Obtained from: www.nlta.nl.ca/html_files/html_pages/publications /ly_tchrstudy/tchrstudy_list.html.
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3734-01-FH02-FBK-15-02482.pdf
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KJ BAHASA INGGERIS
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oai_dc
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https://intelek.unisza.edu.my/intelek/pages/view.php?ref=7936
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| spelling |
7936 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=7936 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072 Restricted Document Article Journal application/pdf 10 1.6 Adobe Acrobat Pro DC 20 Paper Capture Plug-in KJ BAHASA INGGERIS 2012-11-19 06:37:47 3734-01-FH02-FBK-15-02482.pdf UniSZA Private Access Teaching English and Stress: Teacher Trainees vs. Experienced Teachers Asian Transactions on Basic and Applied Sciences The study was conducted during a teaching practicum undergone by a group of Diploma of TESL students of Universiti Sultan Zainal Abidin, Terengganu. The purposes of doing this study were to investigate the element of stress faced by both the English language teacher trainees (Diploma TESL students) and also the experienced English teachers (trainee’s school advisors) and also to know the relevant factors of the problem. There were 51 English teacher trainees and 38 experienced English teachers participated in answering an established and adapted set of questionnaires and a few of them also involved in a semi-structured-interview. The findings show that the experienced teachers have suffered from a stressful life being English teachers due to several reasons and at the same time the teacher trainees have a tendency of having the same problem. 2 5 30-39 1. Adams, E. (2001). ‘A proposed causal model of vocational teacher stress. Journal of Vocational Education and Training 53/2: 223-246. 2. Bampton, R & J.C. Cowton. (2002). ‘The E�Interview. Forum’. Qualitative Social Research. 3(2). 1-10 3. Bress, P. (2006). ‘Beating stress: creating happiness and well-being in TEFL’. Modern English Teacher 15/3: 5-15. 4. Austin, V., Shah, S. & S. Muncer. (2005).‘Teacher stress and coping strategies used to reduce stress.’ Occupational Therapy International 12/2: 63-80. 5. Carter, S.(2005). Organizing Systems to Support Competent School Behavior. In Children and Youth: Volume III, Teacher Stress and Burnout, Dec. 1994. http://interact.uoregon.edu/wrrc/Burnout.html 6. Cooper, C. L., (2000) Stress at Work, October 6. http://stress.channel4.com 7. Dunham, J., & Varma, V. (Eds). (1998). Stress in teachers: Past, present, and future. (120 – 138). London: Whurr. 8. Fimian, M.J. (1987). ‘Teacher stress: an expert appraisal.’ Psychology in the Schools 24: 5-14. 9. Gold, Y., & Roth, R. A. (1993). Teachers managing stress and preventing burnout: The professional health solution. Washington, DC: The Falmer Press. 10. Hart, Peter M, Wearing, Alexander J., & Conn Michael (1995). Conventional wisdom is a poor predictor of the relationship between discipline policy, student misbehavior and teacher stress. British Journal of Educational Psychology, 65(1), 27–48. 11. Horwitz, E. (1996). ‘Even teachers get the blues: recognizing and alleviating language teachers feelings of foreign language anxiety’. Foreign Language Annals 29/3: 365-372. 12. Jenkins, S. & J. Calhoun. (1991). ‘Teacher stress: issues and intervention’. Psychology in the Schools 28: 60 - 70. 13. Jepson, E. and Forrest, S. (2006). Individual Contributory Factors in Teacher Stress: The Role of Achievement Striving and Occupational Commitment. British Journal of Educational Psychology, 76, 183-197. 14. Kim, S. (2004). ‘When and how to resolve language issues of non-native-English-speaking teachers-in-preparation in TESOL programs’. NNEST Newsletter, TESOL 6/2. 15. Kyriacou, C., (2000) Stress-Busting for Teachers, Cheltenham: Stanley Thornes (Publishers) Ltd. 16. Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53, 27 – 35. 17. Lambert, R., & McCarthy, C. (Eds). (2006). Understanding Teacher Stress in an Age of Accountability. Information Age Publishing, Inc. 18. Larchick, R. & Chance, E. W.(2001). Teacher Performance and Personal Life Stressors: Implications for Urban School Administrators. National Forum of Teacher Education Journal. v. 10E (3), 1999-2000. http://www.bctf.ca/info/research/TeacherStress.htm l 19. Michelson, W. & Harvey, A.(2000). Is Teachers’ Work Never Done? Time-use and Subjective Outcomes, Radical Pedagogy. http://radicalpedagogy.icaap.org/content/issue2_1/0 2Michelson.html#b12, produced by ICAAP. 20. Murdoch, G. (1994). ‘Language development provision in teacher training curricula’. ELT Journal 48/3: 253-265. 21. Nunan, R. (1992). Research Methods in Language Learning. Cambridge: Cambridge University Press 22. Reglin, G. & Reitzammer, A(1998). Dealing with the Stress of Teachers. http://www.parentsurf.com/p/articles/mi_qa3673/is _199807/ai_n8801034 23. Russel, J. (2000). Stress Free Teaching, A Practical Guide to Tackling Stress in Teaching, Lecturing and Tutoring. London: Kogan Page Limited. 24. Selye, H (1974). Stress without Distress. New York, NY. Harper and Row Publisher, Inc. 25. Smith, M.L. and Glass, G.V. (1987). Research and Evaluation in Education and the Social Sciences. Englewood Cliffs: Prentice-Hall. 26. Travers, C., & Cooper, C. (1996). Teachers under pressure. New York: Routledge 27. Tudor, I. (1993). ‘Teacher roles in the learner-centered classroom’. ELT Journal 47/1: 22-31. 28. Younghusband, L (May 2005). High School Teachers’ Perceptions of Their Working Environment in Newfoundland: A Grounded Theory Study. Obtained from: www.nlta.nl.ca/html_files/html_pages/publications /ly_tchrstudy/tchrstudy_list.html.
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| spellingShingle |
Teaching English and Stress: Teacher Trainees vs. Experienced Teachers
|
| summary |
The study was conducted during a teaching practicum undergone by a group of Diploma of TESL students of Universiti Sultan Zainal Abidin, Terengganu. The purposes of doing this study were to investigate the element of stress faced by both the English language teacher trainees (Diploma TESL students) and also the experienced English teachers (trainee’s school advisors) and also to know the relevant factors of the problem. There were 51 English teacher trainees and 38 experienced English teachers participated in answering an established and adapted set of questionnaires and a few of them also involved in a semi-structured-interview. The findings show that the experienced teachers have suffered from a stressful life being English teachers due to several reasons and at the same time the teacher trainees have a tendency of having the same problem.
|
| title |
Teaching English and Stress: Teacher Trainees vs. Experienced Teachers
|
| title_full |
Teaching English and Stress: Teacher Trainees vs. Experienced Teachers
|
| title_fullStr |
Teaching English and Stress: Teacher Trainees vs. Experienced Teachers
|
| title_full_unstemmed |
Teaching English and Stress: Teacher Trainees vs. Experienced Teachers
|
| title_short |
Teaching English and Stress: Teacher Trainees vs. Experienced Teachers
|
| title_sort |
teaching english and stress: teacher trainees vs. experienced teachers
|