We Built It and They Didn't Come: Alternative Coping Strategies Employed by Preservice Teachers

• In Event: Preservice Teacher Identities and Emotions

Abstract

This qualitative enquiry examines a subset (n=10) of pre-service teachers who chose not to attend mindfulness sessions during their one-year postgraduate pre-service teacher education programme. We found that rather than employing mindfulness as a means to manage stress, this small sample used alternative coping strategies to both pro-actively and reactively manage stress. These strategies included; self-care, physical activity, healthy eating, socialising, organisational skills, internal dialogue, rational reframing of situations, and in some cases, their own mindfulness practice. These strategies aligned with two theoretical models, the transactional model of stress and the preventive coping model. These findings identify the need to approach intervention strategies in a differentiated way building upon existing strategies as appropriate.

Authors

• Liz Monica Birchinall, University of Manchester

• David Spendlove, University of Manchester