Impact of an In-service Training in Neurocognitive Insights on Teacher Stress, Teacher Professionalism and Teacher Student Relationships

May 2016

Source: European Journal of Teacher Education, Vol. 39, No. 2, 253–266, 2016
(Reviewed by the Portal Team)

The present study explores the impact of a training in neurocognitive insights on teachers’ stress.

This training included four theoretical and four practical sessions. It was divided into three Modules: the first Module considered relational stress management and the control of the mental modes. The second Module was about aggression management, and the third Module considered the relationship between personalities and (de)motivation.
The authors used an experimental and a control group. The participants in the experimental group attended in the training sessions while the control group did not attend in the training.
The experimental included 12 participants (teachers and principals) from six elementary schools situated in Flanders. The control group consisted of 28 people.

Data were collected through vignettes and in-depth interviews.

The authors found that the training had a significant impact on the stress experienced by teachers in their professional and personal functioning. The participants experienced less stress, more confidence and less impulsiveness. Furthermore, the participants showed a greater awareness of functioning, state of mind and stress, as well as clear prefrontal attitudes.

The participants also mentioned changes within themselves and their professional environment. They indicated that teacher–student relationships were improved and unwanted or problematic students’ behavior was decreased. Additionally, the teachers mentioned positive changes in their own attitude and their relationship with colleagues and the principal.

Based on the significant positive impact of the training, the authors believe that it would be very useful to implement trainings or courses about neurocognitive insights in pre-service teacher education. They also argue that this training would contribute to the preparation of student teachers for their highly stressful future job.
The authors recommend that student teachers should have sufficient opportunities to develop their understanding of the learned insights in practice in order to establish a possible impact on application level and in order to enhance a possible transfer to the later job context.

Updated: Mar. 11, 2018