| Abstract | Pojam stres predmet je brojnih istraživanja koja se sve više provode jer je stres postao svakodnevnim dijelom našeg života. Lazarus i Folkman (2004) stres definiraju kao odnos između osobe i njezina okruženja, koji, s jedne strane, uzima u obzir karakteristike osobe, a s druge strane prirodu okolinskog događaja. Način na koji ćemo interpretirati određenu ugrožavajuću situaciju, odlučuje o tome hoćemo li ju doživjeti stresnom ili ne. Cilj ovog istraživanja je utvrditi izvore stresa prilikom izvođenja javnih sati studenata Učiteljskog fakulteta. Istraživanje je provedeno na uzorku od 192 studenata, odnosno 104 studenata četvrte godine i 88 studenata pete godine Učiteljskog studija. Studenti su trebali navesti izvore stresa prije, za vrijeme te nakon javnog sata. Nakon provedenog istraživanja, navedeni odgovori studenata podijelili su se u kategorije koje su određene, imenovane i opisane. Te kategorije su „mentor“, „učitelj“, „student“, „učenici“, „kolege“, „situacijski faktori“ te „način pripreme i izvođenje“. Nakon toga korištena je analiza sadržaja. Prema rezultatima, svi ispitanici naveli su neke izvore stresa. Istraživanje pokazuje da studenti četvrte i pete godine navode vrlo slične izvore stresa, ali s različitim brojem odgovora. Od ukupno 104 ispitanih studenata četvrte godine, 25% njih, a od ispitanih 88 studenata pete godine, njih 38.6% navodi upravo vremenski okvir kao najveći izvor stresa. |
| Abstract (english) | The term stress is a subject of numerous studies that are increasingly being conducted because stress has become a daily part of our lives. Lazarus and Folkman (2014) define stress as a relationship between a person and his or her surroundings, which on the one hand, takes into account the characteristics of a person, and on the other hand, the nature of the environmental event. The way that we interpret a certain threatening situation, depends on whether we experience it stressful or not. This research aims to determine the sources of stress during the performance of a public lesson by the students of the Faculty of Teacher Education. The research was conducted on a sample of 192 students, of which 104 students of 4th year and 88 students of the 5th-year of Teacher Education. The students were supposed to name the sources of the stress before, during, and after the public lesson. After conducting the research, the students' answers are divided into categories which are certain, named, and described. These categories are 'mentor', 'teacher', 'student', 'pupils', 'colleagues', 'situational factors', and ' method of preparation and execution'. After that, the content analysis was used. According to the results, every participant indicated some sources of stress. The research has shown that the students of 4th and 5th-year state very similar sources of the stress, but with a different number of answers. Of a total of 104 students of 4th year, 25 % of them, and a total of 88 students of 5th year, 38.6% of them state that timeline is the greatest source of stress. |
