Impact of an in-service training in neurocognitive insights on teacher stress, teacher professionalism and teacher student relationshipsImpact of an in-service training in neurocognitive insights on teacher stress, teacher professionalism and teacher student relationships
Faculty of Social Sciences. Instructional and Educational Sciences
European journal of teacher education: journal of the Association for Teacher Education in Europe. - Abingdon
39(2016):2, p. 253-266
University of Antwerp
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 teacherstudent relationship and team functioning.