Date of Award
Doctor of Education (Ded)
Dr. Laura Schulte
Dr. Thomas Lorsbach
Dr. Martha Bruckner
Dr. Marilyn Grady
The purpose of this study was to examine the changes in the perceptions of stress during the student teaching semester. The pervasive theory regarding the changing stress of student teachers was developed by Fuller (1969). Fuller's developmental conceptualization theory involved three stages of concern or stress: (1) pre-teaching, non-concerns, (2) early-teaching phase, self-concerns and task concerns, and (3) late concerns, impact concerns. This study examined self-concerns, task concerns, and impact concerns and expanded the Fuller (1969) model to also include personal and career concerns.
Schaffer, Connie L., "Changes in student teachers' perceptions of stress during the student teaching semester" (2003). Student Work. 3420.
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