Abstract:

Transitioning to digital teaching and learning formats has challenged universities since the outbreak of the pandemic [1] [9]. Findings among teacher students point to challenges in general lectures and online-specific aspects therein [2]. Various studies often address specific sub-areas of student learning (e.g., learning and achievement motivation). In this research, student engagement is understood as a comprehensive multidimensional construct, combining cognitive, emotional, and affective components [3]. More specifically, student engagement refers to the quality and effort students devote to their academic goals as well as to educationally purposeful activities and what institutions do to involve students in these activities [4] [10]. Pre-pandemic research findings showed that student engagement is associated with reduced dropout and better academic performance [5] [6]. Similarly, evidence suggests that student engagement fosters students’ well-being, which in turn leads to engaging in learning activities [7]. However, empirical research in the area of teacher education and student engagement is currently scarce.

This paper presents first results of an ongoing Austrian longitudinal study in initial teacher education. Dimensions of a framework model of student engagement [8] are examined in relation to burnout and well-being. Preliminary results (N=327 teacher students) from the largely digitally completed summer semester 2021 are presented. Statistical analyses indicate that student engagement is primarily influenced by two dimensions: experiences with faculty as well as academic challenge. Higher student engagement is associated with lower burnout and better well-being. It is also found that more distance learning had a negative impact on student engagement. In conclusion, possible implications at the individual and institutional level to promote quality in teaching are discussed.

References:
[1] M. Stanisavljevic, P. Tremp, “Digitale Präsenz–Ein Rundumblick auf das soziale Phänomen Lehre,“ 2021, Retrieved from https://doi.org/10.5281/zenodo.4291793
[2] G. Krammer, B. Pflanzl, M. Matischek-Jauk, „Aspekte der Online-Lehre und deren Zusammenhang mit positivem Erleben und Motivation bei Lehramtsstudierenden: Mixed-Method Befunde zu Beginn von COVID-19“, Zeitschrift für Bildungsforschung, vol. 10, pp. 337-375, 2020.
[3] L. De Zordo, G. Hagenauer, T. Hascher, “Student teachers’ emotions in anticipation of their first team practicum,” Studies in Higher Education, pp. 1–10, 2019.
[4] S. Hu, G.D. Kuh, “Being (dis)engaged in educationally purposeful activities: The influences of student and institutional characteristics,” Research in higher education, vol. 43, no. 5, pp. 555-575, 2002.
[5] L. de Zordo, G. Hagenauer, T. Hascher, “Student teachers’ emotions in anticipation of their first team practicum,” Studies in Higher Education, no. 1–10, 2019.
[6] L. Müller, E. Braun, „Student Engagement,“ Zeitschrift für Erziehungswissenschaft, vol. 21, no. 3, pp. 649–670, 2018.
[7] C.A. Boulton, E. Hughes, C. Kent, J.R. Smith, H.T. Williams, “Student engagement and wellbeing over time at a higher education institution, ” Plos One, vol. 14, no. 11, 2019.

Keywords:

Teacher students, well-being, burnout, distance learning.