Student-Teachers' and Beginning Teachers' Well-Being, Motivation, Self-Efficacy, and Resilience: The Influence of Positive Psychology-Based Workshops

• In Event: Responding to the Current Context: Exploring Implications for Responsive and Humanizing Practices in Teacher Education

Abstract

Even if internships often represent the most relevant component of initial training, they are also a significant source of stress for pre-service teachers. Surprisingly, very few initiatives have been developed in teacher education to address this issue.
This study intended to explore and describe the impact of positive psychology workshops on interns’ well-being, self-determined motivation, self-efficacy and resilience during their last internship and teacher induction. In line with these objectives, we conducted a longitudinal, mixed-methods study with two cohorts of interns in 2019 and 2020, including experimental and control groups.
Preliminary qualitative and quantitative analyses show significant and encouraging results, consistent with the recent literature, but more thorough analyses will allow us to better understand the impact of the workshops.

Authors

• Mylene Leroux, Université du Québec en Outaouais

• Nancy Goyette, Université du Québec - Trois-Rivières

• Gilles Dupuis, Université du Québec à Montréal

• Catherine Malboeuf-Hurtubise, Bishop's University

• Genevieve Taylor, Université du Québec à Montréal