Student-teachers’ emotionally challenging classroom events: a typology of their responses

Admiraal, W.F.

doi:doi:10.1080/03055698.2020.1729097

Persistent URL of this record https://hdl.handle.net/1887/3263730

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Admiraal, W.F. (2020)

Student-teachers’ emotionally challenging classroom events: a typology of their responses

Article / Letter to editor

Direct interaction with students operates as the main source of teachers’ job satisfaction as well as a cause of feelings of distress. Teaching student-teacher appropriate coping strategies might make direct interaction with students a source of greater job satisfaction. A typology has been developed of student-teachers’ responses to stressful classroom events in secondary education with four types of coping: “Varying”, “Being annoyed”, “Problem-solving” and “Avoiding” varying along two underlying dimensions: avoidance-approach and calmness-agitation. The coping types particularly differed in the way student-teachers approached, tolerated, avoided or ignored the classroom event, how agitated they were and the length of the coping response. Implications for teacher education are discussed to support student-teachers with more approach-coping strategies instead of avoidance-coping strategies.