The DOI matches its Crossref record; 76 of the 76 references it cites were found in a registry or an index.
“Reality Shock” of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-Oriented Beliefs
Abstract
Beginning teachers often feel disillusioned and stressed during their first years of teaching. In the present study, we investigated changes in teacher candidates’ constructivist beliefs and emotional exhaustion. We assessed 163 German mathematics teacher candidates 3 times: at the beginning of, in the middle of, and after they completed the induction program. The results revealed a statistically significant decrease in constructivist beliefs and an inverted U-shaped change in emotional exhaustion with an increase at the beginning of the induction program and a decrease afterward. We also found that personal (i.e., math enjoyment) and social (i.e., instrumental support from peers and a constructivist-oriented mentor teacher) resources buffered the decrease in constructivist beliefs and the increase in emotional exhaustion.
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“Longitudinal studies have found that teachers holding student-centered beliefs report higher job satisfaction and lower emotional exhaustion (Voss and Kunter, 2020)”
From Teaching beliefs and wellbeing among primary school teachers: a moderated mediation of work engagement and career adaptability (2026) · cites this paper as Voss and Kunter, 2020
Citations
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Cited by
Sorted by citations
Dignath, C., Rimm‐Kaufman, S. E., van Ewijk, R. J. G., & Kunter, M. (2022) · Educational Psychology Review · doi:10.1007/s10648-022-09695-0 · Cited by 411
Self-citationAdmiraal, W., & Røberg, K. I. K. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104063 · Cited by 215
Klusmann, U., Aldrup, K., Roloff, J., Carstensen, B., Wartenberg, G., Hansen, J., & Hanewinkel, R. (2022) · Teaching and Teacher Education · doi:10.1016/j.tate.2022.103908 · Cited by 161
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Novice teachers in a changing reality
Dvir, N., & Schatz‐Oppenheimer, O. (2020) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1821360 · Cited by 83
Metadata
- Authors
- Voss, T., & Kunter, M.
- Affiliations
- University of Freiburg (DE)
- Goethe University Frankfurt (DE)
- Corresponding author
- Voss, Thamar
- Venue
- Journal of Teacher Education
- Publisher
- SAGE Publications
- Published
- 2019-04-09
- Volume
- 71
- Issue
- 3
- Pages
- 292-306
- ISSN
- 0022-4871 (ISSN-L)
- 1552-7816
- OpenAlex
- W2937077999
- Cited by
- 201
- References
- 76
- Citations by year
- 2026: 28 · 2025: 32 · 2024: 45 · 2023: 38 · 2022: 29 · 2021: 18 · 2020: 9 · 2019: 2
- FWCI
- 39.12
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Teacher Education (publishedVersion)
- Funders
- Albert-Ludwigs-Universität Freiburg
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Teacher Professional Development and Motivation
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Keywords
- novice teachers, teacher induction, emotional exhaustion, constructivist beliefs, mathematics teacher candidates, teacher beliefs, peer support, cooperating teachers, teacher stress
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