The impact of executive function on stress, difficulties, and teaching behaviours of pre-service teachers on their first practicum placement

Abstract

This article describes the impact of executive function on pre-service teachers’ experiences during their first practicum placement, with a focus on the key stressors and their perceptions of difficulties. Participants, pre-service teachers with normative executive function (n = 28) and elevated executive function difficulties (n = 23), answered weekly questions about their stressors and frequency of troubles while on their first practicum placement. Analyses of their responses suggest that pre-service teachers with elevated executive function difficulties report higher levels of stress and more frequent troubles than their peers with normative executive function skills. Implications for teacher education programs and practice are discussed.