Exploring student teachers' stressors in teaching practice in the COVID-19 era in Masvingo District, Zimbabwe
This study explores student teachers' resilience in teaching practice in the COVID-19 era in Masvingo District, Zimbabwe. More specifically, the study was intended to gain insights into the significant teaching practice COVID-19-induced teaching practice stressors. This research study contribut...
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| Format: | Article |
| Language: | English |
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Global Association of Educational and Research in Psychology
2024-09-01
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| Series: | International Journal of Studies in Inclusive Education |
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| Online Access: | https://pubs.ufs.ac.za/index.php/ijsie/article/view/1318 |
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| author | Marvelous Marenyenya |
| author_facet | Marvelous Marenyenya |
| author_sort | Marvelous Marenyenya |
| collection | DOAJ |
| description | This study explores student teachers' resilience in teaching practice in the COVID-19 era in Masvingo District, Zimbabwe. More specifically, the study was intended to gain insights into the significant teaching practice COVID-19-induced teaching practice stressors. This research study contributes new knowledge to the ongoing discourses about student teachers' resilience in teaching practice in the COVID-19 era. To explore student teachers' resilience on teaching practice in COVID-19 era, the study employed a qualitative social constructivist approach through a phenomenological research design. Data were generated through focus group discussions and in-depth semi-structured interviews. One teachers' college was conveniently sampled, and twenty-one student teachers and six student teachers' mentors were purposively sampled from three primary schools in Masvingo District, Zimbabwe. Data were analysed using Interpretive Phenomenological Analysis. The thematic findings revealed that student teachers teaching practice in the COVID-19 era are subjected to teaching practice stressors induced by the COVID-19 pandemic, such as fear of contracting the COVID-19 virus, illness, isolation, stigmatization and death, anxiety, uncertainty, hopelessness, economic hardships, prolonged teaching practice period, school closures, transference of face-to-face teaching to online learning. Finally, thematic results revealed that the capacity for resilience can be developed during initial teacher preparation, so the study recommends that the teacher education curriculum include a module on resilience. |
| format | Article |
| id | doaj-art-81df452a32684542b32a3730b292cff4 |
| institution | Kabale University |
| issn | 3008-1858 3008-1866 |
| language | English |
| publishDate | 2024-09-01 |
| publisher | Global Association of Educational and Research in Psychology |
| record_format | Article |
| series | International Journal of Studies in Inclusive Education |
| spelling | doaj-art-81df452a32684542b32a3730b292cff42025-01-28T11:35:01ZengGlobal Association of Educational and Research in PsychologyInternational Journal of Studies in Inclusive Education3008-18583008-18662024-09-0111768510.38140/ijsie.v1i1.13181282Exploring student teachers' stressors in teaching practice in the COVID-19 era in Masvingo District, ZimbabweMarvelous Marenyenya0Morgenster Teachers College, ZimbabweThis study explores student teachers' resilience in teaching practice in the COVID-19 era in Masvingo District, Zimbabwe. More specifically, the study was intended to gain insights into the significant teaching practice COVID-19-induced teaching practice stressors. This research study contributes new knowledge to the ongoing discourses about student teachers' resilience in teaching practice in the COVID-19 era. To explore student teachers' resilience on teaching practice in COVID-19 era, the study employed a qualitative social constructivist approach through a phenomenological research design. Data were generated through focus group discussions and in-depth semi-structured interviews. One teachers' college was conveniently sampled, and twenty-one student teachers and six student teachers' mentors were purposively sampled from three primary schools in Masvingo District, Zimbabwe. Data were analysed using Interpretive Phenomenological Analysis. The thematic findings revealed that student teachers teaching practice in the COVID-19 era are subjected to teaching practice stressors induced by the COVID-19 pandemic, such as fear of contracting the COVID-19 virus, illness, isolation, stigmatization and death, anxiety, uncertainty, hopelessness, economic hardships, prolonged teaching practice period, school closures, transference of face-to-face teaching to online learning. Finally, thematic results revealed that the capacity for resilience can be developed during initial teacher preparation, so the study recommends that the teacher education curriculum include a module on resilience.https://pubs.ufs.ac.za/index.php/ijsie/article/view/1318covid-19 pandemicresiliencestudent teacherstudent teacher’s mentor.e-learningteacher resilienceteaching practice |
| spellingShingle | Marvelous Marenyenya Exploring student teachers' stressors in teaching practice in the COVID-19 era in Masvingo District, Zimbabwe International Journal of Studies in Inclusive Education covid-19 pandemic resilience student teacher student teacher’s mentor. e-learning teacher resilience teaching practice |
| title | Exploring student teachers' stressors in teaching practice in the COVID-19 era in Masvingo District, Zimbabwe |
| title_full | Exploring student teachers' stressors in teaching practice in the COVID-19 era in Masvingo District, Zimbabwe |
| title_fullStr | Exploring student teachers' stressors in teaching practice in the COVID-19 era in Masvingo District, Zimbabwe |
| title_full_unstemmed | Exploring student teachers' stressors in teaching practice in the COVID-19 era in Masvingo District, Zimbabwe |
| title_short | Exploring student teachers' stressors in teaching practice in the COVID-19 era in Masvingo District, Zimbabwe |
| title_sort | exploring student teachers stressors in teaching practice in the covid 19 era in masvingo district zimbabwe |
| topic | covid-19 pandemic resilience student teacher student teacher’s mentor. e-learning teacher resilience teaching practice |
| url | https://pubs.ufs.ac.za/index.php/ijsie/article/view/1318 |
| work_keys_str_mv | AT marvelousmarenyenya exploringstudentteachersstressorsinteachingpracticeinthecovid19erainmasvingodistrictzimbabwe |