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dc.contributor.convenorD. Roebuck
dc.contributor.authorYates, Kelley
dc.contributor.authorJones, Liz
dc.contributor.authorDavies, Michael
dc.contributor.authorRamsay, Sheryl
dc.contributor.editorBrendan Bartlett, Fiona Bryer, & Dick Roebuck
dc.date.accessioned2017-05-03T11:40:56Z
dc.date.available2017-05-03T11:40:56Z
dc.date.issued2004
dc.date.modified2008-12-16T07:02:20Z
dc.identifier.urihttp://hdl.handle.net/10072/2400
dc.description.abstractThe teaching profession has been described as "essentially conflictual天lemma-ridden and堣onstrained by factors beyond an individual teacher's control" (Cains & Brown, 1998, p. 97). Consistent with this perspective, it is not surprising that teachers often suffer from emotional exhaustion and stress. What may be surprising however are recent reports that teachers appear to be experiencing burnout much earlier in their careers than expected. Goddard and O'Brien (2003) discovered that teachers were reporting symptoms of burnout as early as in their first year of employment. This clearly has significant implications for teachers and the teaching profession in general and is an issue that needs to be addressed. The current study aims to examine how well Universities prepare their students for the teaching profession. Final year Primary Teaching students will be followed as they make the transition form University study to the workforce. Their perceived level of preparedness, their commitment to the profession, their expectations about the workforce, their teaching self-efficacy and their attribution style will all be examined as possible predictors of emotional exhaustion in their first year of teaching. This paper examines the results of the first stage of data collection.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent249307 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherSchool of Cognition, Language, and Special Education, Griffith University
dc.publisher.placeBrisbane, Australia
dc.relation.ispartof0
dc.relation.ispartofconferencenameInternational Conference on Cognition, Language and Special Education (2nd)
dc.relation.ispartofconferencetitleEducating: Weaving research into practice
dc.relation.ispartofdatefrom2004-12-03
dc.relation.ispartofdateto2004-12-05
dc.relation.ispartoflocationSurfers Paradise, Australia
dc.subject.fieldofresearchcode380108
dc.titleStudent teacher perceptions of preparedness for teaching.
dc.typeConference output
dc.type.descriptionE1 - Conferences
dc.type.codeE - Conference Publications
gro.facultyGriffith Health, School of Applied Psychology
gro.rights.copyright© The Author(s) 2004. The attached file is posted here with permission of the copyright owners for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher's website or contact the authors.
gro.date.issued2004
gro.hasfulltextFull Text
gro.griffith.authorJones, Liz S.
gro.griffith.authorDavies, Michael D.
gro.griffith.authorRamsay, Sheryl G.
gro.griffith.authorYates, Kelley


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    Contains papers delivered by Griffith authors at national and international conferences.

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