In teacher education programs, student teachers gain their first autonomous teaching experiences. While students regard the teaching practicum as the most valued part of their teacher education program, they also consider it to be the most stressful. Student teachers are most concerned about daily hassles in class, mostly related to poor student discipline. Yet they also consider direct interaction with students as the main source of their job satisfaction and a reason to enter the profession in the first place. This paradox could imply that feelings of stress do not so much result from the events themselves but from inadequate responses to classroom events. Based on cluster analysis of video-taped lessons and stimulated-recall interviews with 27 student teachers, a typology has been developed of student teachers’ coping with stressful classroom events in secondary education. Responses to classroom events have been grouped into four types of coping: Varying (a combination of problem-focused actions and teaching activities ignoring the problematic classroom event), Hestitating (hesitation to either approach or avoid the classroom event, arousing at the same time tension in the relationship with students), Problem-solving (a series of problem-focused actions), and Avoiding (avoiding or ignoring the problematic classroom event). These types vary along two underlying dimensions: avoidance-approach and calmness-agitation. The coping types particularly differed in the way student teachers approached, avoid 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.

中文翻译：

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学生-教师应对压力课堂事件的类型学

在教师教育项目中，学生教师获得了他们的第一次自主教学经验。虽然学生将教学实习视为教师教育计划中最重要的部分，但他们也认为这是压力最大的部分。学生老师最关心的是日常课堂上的烦恼，多与学生纪律不严有关。然而，他们也认为与学生的直接互动是他们工作满意度的主要来源，也是进入该行业的首要原因。这个悖论可能意味着压力感不是由事件本身引起的，而是由对课堂事件的反应不足引起的。基于对录像课程的聚类分析和对 27 名学生教师的刺激回忆访谈，学生教师应对中学教育中的压力课堂事件的类型学已经开发出来。对课堂事件的反应分为四种应对类型：变化（以问题为中心的行动和教学活动的组合，忽略有问题的课堂事件），犹豫（对接近或避免课堂事件的犹豫，同时引起紧张）在与学生的关系中）、解决问题（一系列以问题为中心的行动）和避免（避免或忽略有问题的课堂事件）。这些类型在两个基本维度上有所不同：回避-接近和冷静-激动。应对类型在学生教师接近、避免或忽视课堂事件的方式、他们的激动程度以及应对反应的长度方面尤其不同。