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Conway, P.F. (2001) Anticipatory Reflection While Learning to Teach: From a Temporally Truncated to a Temporally Distributed Model of Reflection in Teacher Education. Teaching & Teacher Education, 17, 89-106.

has been cited by the following article:

• TITLE: The Relationship between Student Teachers’ Professional Identity and Anxiety: The Moderating Role of Campus Pressure

  AUTHORS: Shanyu Lin, Xinqiang Wang, Liwen Chen, Juncheng Zhu, Yibing Wang

  KEYWORDS: Student Teachers, Professional Identity, Anxiety, Campus Pressure

  JOURNAL NAME: Open Journal of Social Sciences, Vol.5 No.6, June 22, 2017

  ABSTRACT: Objective: To understand the relationship between professional identity of student teachers and anxiety, and to explore the moderating effect of campus pressure after controlling demographic variables. Methods: A questionnaire survey was conducted among 325 student teachers by using the Professional identity scale, State-Trait Anxiety Inventory and Campus stress scale. Results: 1) Professional identity of student teachers is an influencing factor of anxiety, and it can be significantly negative to predict the degree of anxiety. 2) Campus pressure plays a moderating role in the relationship between professional identity and anxiety; it negatively impacts the relationship between professional identity and anxiety. Conclusion: The relationship between student teachers’ professional identity and anxiety is moderated by the pressure of the campus.