Email Reducing Stress for Student Teachers

dc.contributor.author	White, B.
dc.contributor.author	Le Cornu, R.
dc.date.issued	2002
dc.description.abstract	This paper reports on one aspect of a study which investigated the use of email between student teachers and university lecturers during the final practicum experience in a four year Bachelor of Education pre-service primary teaching course. The paper explores how the nature of electronic communication, together with the students' perceptions of ‘university supervision’ and their place in the school setting, affected the level of stress experienced by the student teachers in their placements. Student teacher stress has been reported in the literature as one factor which impedes student teacher learning during the practicum (Zeichner, 1980). We argue that ICT has the potential to maximise student teachers' learning outcomes in the practicum by giving them more control over the learning process, reducing their stress, and enabling them to manage their practicum experience more effectively.
dc.identifier.citation	Education and Information Technologies, 2002; 7(4):351-357
dc.identifier.doi	10.1023/A:1020917706222
dc.identifier.issn	1360-2357
dc.identifier.issn	1573-7608
dc.identifier.uri	https://hdl.handle.net/1959.8/51702
dc.language.iso	en
dc.publisher	Springer
dc.rights	Copyright 2002 Springer
dc.source.uri	https://doi.org/10.1023/A:1020917706222
dc.title	Email Reducing Stress for Student Teachers
dc.type	Journal article
pubs.publication-status	Published
ror.mmsid	9915913122201831

Files