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  • Primary pre-service teachers' understanding of students' internalising problems of mental health and wellbeing

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    74639_1.pdf (358.9Kb)
    Author(s)
    Bryer, Fiona
    Signorini, Jessica
    Griffith University Author(s)
    Bryer, Fiona K.
    Signorini, Jessica A.
    Year published
    2011
    Metadata
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    Abstract
    An emerging national agenda for the mental health and wellbeing of young Australians has fostered an expectation that primary teachers can recognise and respond to students with internalising problems. A mixed method survey of fourth-year preservice teachers revealed patchy personal and practicum exposure to internalising problems and scant university preparation. Participants applied broad pedagogical principles from regular teaching practice to help students with these problems. They expressed their willingness to learn from colleagues about how to help these students, and a subsample further elaborated their reflections ...
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    An emerging national agenda for the mental health and wellbeing of young Australians has fostered an expectation that primary teachers can recognise and respond to students with internalising problems. A mixed method survey of fourth-year preservice teachers revealed patchy personal and practicum exposure to internalising problems and scant university preparation. Participants applied broad pedagogical principles from regular teaching practice to help students with these problems. They expressed their willingness to learn from colleagues about how to help these students, and a subsample further elaborated their reflections after practicum and coursework experiences. Graduating teachers will need more capacity than they currently have to support classroom participation of students with internalising problems in school settings.
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    Journal Title
    Issues in Educational Research
    Volume
    21
    Issue
    3
    Publisher URI
    http://www.iier.org.au/iier21/bryer.html
    Copyright Statement
    © The Author(s) 2011. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
    Subject
    Teacher Education and Professional Development of Educators
    Education
    Publication URI
    http://hdl.handle.net/10072/43346
    Collection
    • Journal articles

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