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dc.contributor.authorBryer, Fionaen_US
dc.contributor.authorSignorini, Jessicaen_US
dc.date.accessioned2017-04-24T08:50:06Z
dc.date.available2017-04-24T08:50:06Z
dc.date.issued2011en_US
dc.date.modified2012-03-08T22:13:45Z
dc.identifier.issn18376290en_US
dc.identifier.doihttp://www.iier.org.au/iier21/bryer.htmlen_US
dc.identifier.urihttp://hdl.handle.net/10072/43346
dc.description.abstractAn 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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent367556 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherThe Institutes for Educational Research in NSW, SA and WAen_US
dc.publisher.placeAustraliaen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom233en_US
dc.relation.ispartofpageto258en_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalIssues in Educational Researchen_US
dc.relation.ispartofvolume21en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchTeacher Education and Professional Development of Educatorsen_US
dc.subject.fieldofresearchcode130313en_US
dc.titlePrimary pre-service teachers' understanding of students' internalising problems of mental health and wellbeingen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright remains with the authors 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.en_US
gro.date.issued2011
gro.hasfulltextFull Text


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