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Folly Beach Library
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Edgar Allan Poe/Sullivan's Island Library
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Wando Mount Pleasant Library
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Village Library
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St. Paul's/Hollywood Library
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McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
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Hurd/St. Andrews Library
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Impact of an in-service training in neurocognitive insights on teacher stress, teacher professionalism and teacher student relationships.
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- Author(s): Sneyers, Elien (AUTHOR); Jacobs, Karen (AUTHOR); Struyf, Elke (AUTHOR)
- Source:
European Journal of Teacher Education. Apr2016, Vol. 39 Issue 2, p253-266. 14p. - Source:
- Additional Information
- Subject Terms:
- Abstract: 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. [ABSTRACT FROM PUBLISHER]
- Abstract: Copyright of European Journal of Teacher Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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