Stress in a Career Transition: Toughness and Sensitivity in Mature-Age Males
Stress in a Career Transition: Toughness and Sensitivity in Mature-Age Males
复制标题
职业转型中的压力：成熟男性的坚韧和敏感
DOI：
10.1177/000494419704100102
复制
发表时间：
1997
影响因子：
1.3
通讯作者：
P. James
中科院分区：
文献类型：
--
作者：
P. James
这篇文章记录了与成年男性从业者作为中学技术研究教师进入教学领域的职业转变相关的压力。在一项定性的行动研究研究中，群体支持成为缓解压力的一种基本手段，如果没有这种手段，学习就会受到不适当的应对策略的严重阻碍。然而，由于关于压力的自我表露似乎违反了男权主义的强硬思想，最初创建一个支持性小组是困难的。有人认为，如果初任教师要充分从他们的学习经验中获利，并在他们的职业生涯中有效地应对压力，那么压力管理课程是教师教育课程的重要组成部分。然而，这类计划需要灵活，以适应传记、态度和期望的多样性，从而适应各种新手教师群体进入此类计划的压力和担忧。需要特别注意形成有利于自我披露和相互支持的群体文化。
THIS paper documents stress associated with a career transition for mature-age, male tradespeople entering teaching as technology studies teachers in secondary schools. In a qualitative action research study, group support emerged as an essential means of stress relief, without which learning was severely impeded by inappropriate coping strategies. However, since self-disclosure about stress appeared to contravene a masculinist ideology of toughness, creating a supportive group was initially difficult It is argued that, if beginning teachers are to profit fully from their learning experiences and cope productively with stress throughout their professional lives, then stress management programs are vital components of teacher education courses. Yet such programs need to be flexible in accommodating diversity in biographies, attitudes and expectations, and thus stressors and concerns, with which various groups of beginning teachers enter such programs. Particular attention to the formation of group cultures conducive to self-disclosure and mutual support is required.