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Drawing on literature concerning teachers’ sense of stress, reflection, and identity development, the research surveyed 151 graduate and 159 undergraduate PSTs. Results show graduate PSTs reported significantly higher stress (p \u003C .01). Demographic and practicum-related stressors were examined across both groups. Findings support evidence-based strategies to help PSTs manage stress, develop identity and beliefs, and improve retention in initial teacher education programs.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/comparing-stress-levels-of-graduate-and-undergraduate-pre-service-teachers-following-their-teaching-practicums-article-6/593716/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/comparing-stress-levels-of-graduate-and-undergraduate-pre-service-teachers-following-their-teaching-practicums-article-6/593716.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"How do the results inform support strategies in teacher education?","Question",{"text":112,"@type":113},"The findings provide an empirical basis to develop appropriate strategies to help both groups manage stress, strengthen identity and personal beliefs, and improve retention in teacher education programs.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},593716,1792167184,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":125,"file_id":126,"file_url":127,"file_type":128,"file_size":129,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":130,"language":131,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":132,"faqs":133,"seo_title":134,"seo_description":67,"update_tm":135,"read_time":136,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 41 | Issue 9 | Article 6 |\n| --- | --- |\n| 2016\u003Cbr>Comparing Stress Levels of Graduate and Undergraduate Pre-Service Teachers Following Their Teaching Practicums\u003Cbr>Gretchen Geng\u003Cbr>Charles Darwin University, [gretchen.geng@cdu.edu.au](gretchen.geng@cdu.edu.au)\u003Cbr>Richard Midford\u003Cbr>Charles Darwin University and The Menzies School of Health Research\u003Cbr>Jenny Buckworth Charles Darwin University |  |\n\nRecommended Citation  \nGeng, G., Midford, R., & Buckworth, J. (2016). Comparing Stress Levels of Graduate and Undergraduate Pre-Service Teachers Following Their Teaching Practicums. Australian Journal of Teacher Education, 41 (9).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol41/iss9/6](http://ro.ecu.edu.au/ajte/vol41/iss9/6)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol41/iss9/6](http://ro.ecu.edu.au/ajte/vol41/iss9/6)  \nComparing Stress Levels of Graduate and Undergraduate Pre-Service Teachers Following Their Teaching Practicums  \nGretchen Geng  \nJenny Buckworth  \nCharles Darwin University  \nRichard Midford  \nCharles Darwin University  \nThe Menzies School of Health Research  \nAbstract: In comparison to undergraduate pre-service teachers (PSTs), graduate PSTs have previously completed a three-year bachelor degree and are enrolled in initial teacher education (ITE) programs to become a teacher. Following a review of literature on teachers’ sense ofstress, reflection and identity development, this study compared the stress  \nlevels and concerns of graduate PSTs with those of undergraduate  \nPSTs. One hundred and fifty-one graduate and one hundred and fiftynine undergraduate PSTs participated in this study. The graduate PSTshad significantly higher stress levels than undergraduate PSTs (p  \n\u003C .01). Contributing stressors from both groups’ own demographic background and teaching practicum perspectives were investigated and compared. These findings provide an empirical basis from which to  \ndevelop appropriate strategies to support both groups of PSTs to  \nmanage their stress, develop their identity and personal beliefs and  \nincrease their retention in teacher education programs.  \nIntroduction  \nThis study explores and compares the perceived stress levels of graduate and undergraduate pre-service teachers (PSTs) . A number of variables are considered in undertaking this research. These cover the pragmatics of the assessable academic and practicum tasks, as well as the less directly observable qualities of reflective thinking that are pivotal to building an identity as a teacher. As Friesen and Besley (2013) indicate, teacher identity development is an important step in the initial teacher education (ITE) process, from both developmental and social psychological perspectives. Based upon Erikson’s (1964) theory of identity development and Turner, Oakes, Haslam and McGarty’s (1994) theory of self-categorisation, pre-service teachers are going through psychological constructions such as epistemological beliefs, self-awareness and reflection, and identity, while at the same time coming to terms with theory studies, and pedagogical and classroom management strategies (Friesen & Besley, 2013) . In Friesen and Besley’s (2013) report, they also found that understanding professional teacher identity required a developmental and social psychological process, and those PSTs who had a well-formed sense of personal identity were better prepared to assume the role of professional teacher.  \nThere is an increasing acknowledgement of the importance of a teacher’s educational philosophy (Mockler, 2011) and personal wellbeing (Sammons et al., 2007) . At the sametime there is also an awareness that pre-service teaching training programs have the potential  \nto facilitate or interfere with identity development at both personal and professional levels (Friesen & Belsey, 2013) .  \nAll students in ITE programs can elect to specialise as early childhood, primary or s","cbCaiuqTm81bl9U9","https://ap.wps.com/l/cbCaiuqTm81bl9U9","pdf",874889,18,"English","# Abstract\n# Introduction\n# Overview of Australian Undergraduate and Graduate ITE Programs","[{\"question\":\"How do the results inform support strategies in teacher education?\",\"answer\":\"The findings provide an empirical basis to develop appropriate strategies to help both groups manage stress, strengthen identity and personal beliefs, and improve retention in teacher education programs.\"}]","Comparing Stress Levels of Graduate and Undergraduate Pre-Service Teachers Following Their Teaching Practicums - Article 6 | PDF",1792077777,45]