Conceptual Framework for School Practicum Stress in Pre-service Teachers
Keywords:
school practicum stress, pre-service teachers, student teachersAbstract
Nowadays, stress is a part of daily life, including the stress from living and from working. Particularly, teaching is a career with substantial work-related stress, especially at the beginning of a teacher’s career, as well as during the practicum of pre-service teachers. The main internal causes of stress are as follows: (1) lack of theoretical accuracy, (2) time management, (3) negative feelings, and (4) financial concerns. The external causes include the following: (1) workload, (2) classroom management, (3) dealing with superiors, and (4) the environment at school. Student teachers are encouraged to manage their stress concerning the following perspectives: individual, professional, societal, and institutional. Moreover, universities also support practicum students with internal factors such as (1) the revision of content, (2) training in how to deal with stress in the practicum, (3) training on self-inspiration, and (4) the provision of opportunities to meet mentoring teachers and supervisors before the practicum. External factors are also supported, including (1) the evaluation of students’ behaviours with qualified instruments, (2) provision of appropriate expenses to students, and (3) the formation of connections with mentoring teachers and supervisors.
References
ภาษาไทย
กัญญชิสา สุนทรมาลัย. (2560). ปัจจัยทำนายและแนวทางลดความเครียดในการฝึกภาคปฏิบัติวิชาการพยาบาลมารดา-ทารกและการผดุงครรภ์ 1 ของนักศึกษาพยาบาลตำรวจ วิทยาลัยพยาบาลตำรวจ. วารสารพยาบาลตำรวจ, 9(2), 128-138.
ชุติกาญจน์ แซ่ตั้น และ ศศิธร คำพันธุ์. (2557). ความเครียดและการเผชิญความเครียดของนักศึกษาพยาบาลในการขั้นฝึกภาคปฏิบัติวิชาการพยาบาลมารดาทากและการผดุงครรภ์ 1. วารสารวิทยาลัยพยาบาลบรมราชชนนี กรุงเทพ, 30(3), 54-63.
พัฐปณิตา จันกลิ่น, วันวิสา พิทักษ์พินิจนันท์, และ ศิวนาถ รักการงาน. (2556). ความสัมพันธ์ระหว่าง การรับรู้ความสามารถของตนเองในการออกกำลังกาย การซึมซับจากวัฒนธรรมสังคมและความไม่พึงพอใจในรูปลักษณ์กับเจตนาที่จะออกกำลังกาย [วิทยานิพนธ์ปริญญามหาบัณฑิต]. Chulalongkorn University Intellectual Repository (CUIR). http://cuir.car.chula.ac.th/handle/123456789/44151
ยุพาพร หอมสมบัติ, วัชรี อาภาธีรพงศ์, สุนิสา ค้าขึ้น, และ ลออวรรณ อึ้งสกุล. (2561). แนวทางการจัดการความเครียดของนักศึกษาพยาบาลชั้นปีที่ 2 ในการฝึกภาคปฏิบัติครั้งแรก. วารสารวิทยาศาสตร์สุขภาพ วิทยาลัยบรมราชชะนี สรรพสิทธิประสงค์, 2(3), 48-62.
ภาษาอังกฤษ
Abebe, S., & HaileMariam, A. (2007). The challenges of managing student behavior problems in the classroom. ERIC. https://files.eric.ed.gov/fulltext/ED494910.pdf
Abebe, S., & HaileMariam, A. (2011). Teacher stressors and potential remedies from pre-service teachers’ and cooperating. Teachers’ Perspectives. Eastern Education Journal, 40(1), 64-74.
Amber, K. (2017). Trauma-informed mindfulness-base stress reduction: A promising new model for working with survivors of interpersonal violence. Smith College Studies in Social Work, 85(2), 194-219.
Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1-12.
Badali, M. P., & Ruck, M. D. (2008). Studying children's perspectives on self-determination and nurturance rights: Issues and challenges. Journal of Social Issues, 64(4), 749-769.
Benmansour, N. (1998). Job satisfaction, stress and coping strategies among Moroccan high school teachers. Journal of Educational Studies, 3(1), 13-33.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teacher’s professional identity. Teaching and Teacher Education, 20(2), 107-128.
Bernard, B. (1991). Fostering resiliency in kids: Protective factors in the family, school, and community. WestEd Regional Educational Laboratory.
Bezzina, C. (2006). Views from the trenches: Beginning teachers' perceptions about their professional development. Journal of In-service Education, 32(4), 411-430.
Bland, H. B., Melton, B., Welle, P., & Bigham, L. (2012). Stress tolerance: New challenges for millennial college student. College Student Journal, 46(2), 362-375.
Bloom, S. L. (2010). Organizational stress as a barrier to trauma-informed service delivery. In B. L. Levin, & M. A. Becker (Eds.), Public health perspective of women’s mental health (pp. 295-311). Springer.
Boyle, G. J., Borg, M. G., Falzon, J. M., & Baglioni Jr, A. J. (1995). A structural model of the dimensions of teacher stress. British Journal of Educational Psychology, 65, 49-67.
Brouillette, L., Clinard, L., & Ariav, T. (1999, June 27-July 1). Coaching for teacher efficacy [Paper presentation]. Third International Conference on Teacher Education, Beit Berl College, Israel.
Cakir, L., & Cesur, K. (2014). Pre-service anxiety related to the teaching practicum. Journal of Psychological Counselling and Education-JPCE, 1(1), 68-76.
Capel, S. A. (1997). Changes in students' anxieties and concern after their first and second teaching practices. Educational Researchers, 39(2), 211-228.
Çelik, S. (2008). Opening the door: An investigation of mother tongue use in foreign language classrooms. Hacettepe University Journal of Education, 34, 75-85.
Chaplain, R. P. (2008). Stress and psychological distress among trainee secondary teachers in England. Educational Psychology, 28, 195-209.
Chireshe, E., & Chireshe, R. (2010). Lobola: The perceptions of Great Zimbabwe university students. Journal of Pan-African Studies, 3, 211–221.
Cohen, J., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, teacher education and practice. Teachers College Record, 111(1), 180-213.
Coşkun, A. (2013). An investigation of the effectiveness of the modular general English language teaching preparatory program at a Turkish university. South African Journal of Education, 33(3), 1-18.
Denton, F. N., Rostosky, S. S., & Danner, F. (2014). Stigma-related stressors, coping self-efficacy, and physical health in lesbian, gay, and bisexual individuals. Journal of Counseling Psychology, 61(3), 383–391.
Engle-Friedman, M., Riela, S., & Golan, R. (2003). The effect of sleep loss on next day effort. Journal of Sleep Research, 12(2), 113-24.
Fitchett, P. G., Lineback, S., McCarthy, C. J., & Lambert, R. G. (2016). Examining the relationship among teachers’ working conditions, stress, and professional trajectory. In T. Petty, A. Good, & S. M. Putman (Eds.), Handbook of research on professional development for quality teaching and learning (pp. 577–598). IGI Global.
Fontana, D., & Abouserie, R. (1993). Stress levels, gender and personality factors in teachers. The British Journal of Educational Psychology, 63, 261-270.
Friesen, M. D., & Besley, S. C. (2013). Teacher identity development in the first year of teacher education: A developmental and social psychological perspective. Teaching and Teacher Education, 36, 23–32.
Gray, C. C., Wright, P. R., & Pascoe, R. (2017). Raising the curtain: Investigating the practicum experiences of pre-service drama teachers. Australian Journal of Teacher Education, 42(1), 36-53.
Griffith, J. A., & Brem, S. (2004). Teaching evolutionary biology: Pressures, stress, and coping. Journal of Research in Science Teaching, 41(8), 791–809.
Gutiérrez, A., Sancho, M., Beltran, G., Guillamon, J. M., & Warringer, J. (2016). Replenishment and mobilization of intracellular nitrogen pools decouples wine yeast nitrogen uptake from growth. Applied Microbiology and Biotechnology, 100(7), 3255-3265.
Harmsen, R., Helms-Lorenz, M., Maulana, R., & van Veen, K. (2019). The longitudinal effects of induction on beginning teachers’ stress. British Journal of Educational Psychology, 89(2), 259-287.
Hemmings, B., & Hockley, T. (2002). Student teacher stress and coping mechanisms. Education in Rural Australia, 12(2), 25-35.
Hooftman, W. E., Mars, G. M. J., Janssen, B., de Vroome, E. M. M., & Van den Bossche, S. N. J. (2015). Nationale enquête arbeidsomstandigheden 2014: Methodologie en globale resultaten (National Survey Working Conditions 2014: Methodology and global results). TU Delft Online Library. http://publications.tno.nl/publication/34616775/NPtzyl/
hooftman-2015-nationale.pdf
Johnson, S., & Birkeland, S. (2003). Pursuing a “sense of success”: New teachers explain their career decisions. American Educational Research Journal, 40, 581-617.
Kirton, M. J. (2003). Adaptation-innovation in the context of diversity and change. Routledge.
Kyriacou, C. (2001). Teacher stress directions for future research. Educational Review, 53, 27-35.
Mahmoudi, F., & ÿzkan, Y. (2016). Practicum stress and coping strategies of pre-service English language teachers. Procedia-Social and Behavioral Sciences, 232, 494-501.
Mapfumo, J S., Citsiko, N., & Chireshe, R. (2012). Teaching practice generated stressors and coping mechanisms among student teachers in Zimbabwe. South African Journal of Education, 32, 155-166.
MacDonald, C. (1993). Coping with stress during the teaching practicum: The student teacher’s perspective. The Alberta Journal of Educational Research, 39, 407-418.
McGrath, B. J., & Huntington, A. D. (2007). The health and wellbeing of adults working in early childhood education. Australian Journal of Early Childhood, 32(3), 33- 38.
Michell, R., Busenitz, L., Lant, T., & McDougall-Covin, P. (2003). Toward a theory of entrepreneurial cognition: Rethinking the people side of entrepreneurship research. Entrepreneurship: Theory and Practice, 27(2), 93–104.
Midford, R., & Buckworth, J. (2015). Investigation the stress levels of early childhood, primary and secondary pre-service teachers during teaching practicum. Journal of Teacher Education for Sustainability, 17(1), 35-47.
Miller, D., & Fraser, E. (2000). Stress associated with being a student teacher: Opening out the perspective. Scottish Educational Review, 32(2), 142-154.
Montgomery, C., MacFarlane, L., & Trumpower, D. (2012). Student teacher stress and physical exercice. American Society of Business and Behavioral Sciences, 19(1), 974-992.
Morton, L. L., Vesco, R., Williams, N. H., & Awender, M. A. (1997). Student teacher anxieties related to class management, pedagogy, evaluation, and staff relations. British Journal of Educational Psychology, 67, 69-89.
Murray-Harvey, R. (1999). Under stress: The concerns and coping strategies of teacher education students [Paper presentation]. Colloquium in Field based Education Flinders University, Adelaide.
Murray-Harvey, R., Slee, P. T., Lawson, M. J., Silins, H., Banfield, G., & Russell, A. (2000). Under stress: The concerns and coping strategies of teacher education students. European Journal of Teacher Education, 23(1), 19-35.
Ngidi, D. P., & Sibaya, P. T. (2003). Student teacher anxieties related to practice teaching. South African Journal of Education, 23(1), 18-22.
Pillen, M. T., Beijaard, D., & den Brok, P. J. (2013, July 2-5). Beginning teachers’ professional identity tensions. A longitudinal perspective [Paper presentation]. The 16th Biennial meeting of the International Study Association on Teachers and Teaching (ISATT), Ghent, Belgium.
Richard, J. (2012). Teacher stress and coping strategies: A national snapshot. The Education Forum, 76(3), 299-316.
Richard, B., & Harvey, A. G. (1999). Postconcussive symptoms and posttraumatic stress disorder after mild traumatic brain injury. The Journal of Nervous & Mental Disease, 187(5), 302-305.
Roskell, D. (2013). Cross-cultural transition: International teachers' experience of 'culture shock'. Journal of Research in International Education, 12(2), 155-172.
Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher–child relationships. Attachment & Human Development, 14(3), 213–231.
Samms, C. L. (2010). Relationship between dissimilar cognitive styles, use of coping behavior and use of learning strategies [Doctoral dissertation]. LSU Digital Commons. https://digitalcommons.lsu.edu/gradschool_dissertations/968/
Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25, 518-524.
Skaalvik, E. M., & Skaalvik, S. (2015). Job satisfaction, stress, and coping strategies in the teaching profession: What do the teachers say?. International Education Studies, 8, 181-192.
กัญญชิสา สุนทรมาลัย. (2560). ปัจจัยทำนายและแนวทางลดความเครียดในการฝึกภาคปฏิบัติวิชาการพยาบาลมารดา-ทารกและการผดุงครรภ์ 1 ของนักศึกษาพยาบาลตำรวจ วิทยาลัยพยาบาลตำรวจ. วารสารพยาบาลตำรวจ, 9(2), 128-138.
ชุติกาญจน์ แซ่ตั้น และ ศศิธร คำพันธุ์. (2557). ความเครียดและการเผชิญความเครียดของนักศึกษาพยาบาลในการขั้นฝึกภาคปฏิบัติวิชาการพยาบาลมารดาทากและการผดุงครรภ์ 1. วารสารวิทยาลัยพยาบาลบรมราชชนนี กรุงเทพ, 30(3), 54-63.
พัฐปณิตา จันกลิ่น, วันวิสา พิทักษ์พินิจนันท์, และ ศิวนาถ รักการงาน. (2556). ความสัมพันธ์ระหว่าง การรับรู้ความสามารถของตนเองในการออกกำลังกาย การซึมซับจากวัฒนธรรมสังคมและความไม่พึงพอใจในรูปลักษณ์กับเจตนาที่จะออกกำลังกาย [วิทยานิพนธ์ปริญญามหาบัณฑิต]. Chulalongkorn University Intellectual Repository (CUIR). http://cuir.car.chula.ac.th/handle/123456789/44151
ยุพาพร หอมสมบัติ, วัชรี อาภาธีรพงศ์, สุนิสา ค้าขึ้น, และ ลออวรรณ อึ้งสกุล. (2561). แนวทางการจัดการความเครียดของนักศึกษาพยาบาลชั้นปีที่ 2 ในการฝึกภาคปฏิบัติครั้งแรก. วารสารวิทยาศาสตร์สุขภาพ วิทยาลัยบรมราชชะนี สรรพสิทธิประสงค์, 2(3), 48-62.
ภาษาอังกฤษ
Abebe, S., & HaileMariam, A. (2007). The challenges of managing student behavior problems in the classroom. ERIC. https://files.eric.ed.gov/fulltext/ED494910.pdf
Abebe, S., & HaileMariam, A. (2011). Teacher stressors and potential remedies from pre-service teachers’ and cooperating. Teachers’ Perspectives. Eastern Education Journal, 40(1), 64-74.
Amber, K. (2017). Trauma-informed mindfulness-base stress reduction: A promising new model for working with survivors of interpersonal violence. Smith College Studies in Social Work, 85(2), 194-219.
Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1-12.
Badali, M. P., & Ruck, M. D. (2008). Studying children's perspectives on self-determination and nurturance rights: Issues and challenges. Journal of Social Issues, 64(4), 749-769.
Benmansour, N. (1998). Job satisfaction, stress and coping strategies among Moroccan high school teachers. Journal of Educational Studies, 3(1), 13-33.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teacher’s professional identity. Teaching and Teacher Education, 20(2), 107-128.
Bernard, B. (1991). Fostering resiliency in kids: Protective factors in the family, school, and community. WestEd Regional Educational Laboratory.
Bezzina, C. (2006). Views from the trenches: Beginning teachers' perceptions about their professional development. Journal of In-service Education, 32(4), 411-430.
Bland, H. B., Melton, B., Welle, P., & Bigham, L. (2012). Stress tolerance: New challenges for millennial college student. College Student Journal, 46(2), 362-375.
Bloom, S. L. (2010). Organizational stress as a barrier to trauma-informed service delivery. In B. L. Levin, & M. A. Becker (Eds.), Public health perspective of women’s mental health (pp. 295-311). Springer.
Boyle, G. J., Borg, M. G., Falzon, J. M., & Baglioni Jr, A. J. (1995). A structural model of the dimensions of teacher stress. British Journal of Educational Psychology, 65, 49-67.
Brouillette, L., Clinard, L., & Ariav, T. (1999, June 27-July 1). Coaching for teacher efficacy [Paper presentation]. Third International Conference on Teacher Education, Beit Berl College, Israel.
Cakir, L., & Cesur, K. (2014). Pre-service anxiety related to the teaching practicum. Journal of Psychological Counselling and Education-JPCE, 1(1), 68-76.
Capel, S. A. (1997). Changes in students' anxieties and concern after their first and second teaching practices. Educational Researchers, 39(2), 211-228.
Çelik, S. (2008). Opening the door: An investigation of mother tongue use in foreign language classrooms. Hacettepe University Journal of Education, 34, 75-85.
Chaplain, R. P. (2008). Stress and psychological distress among trainee secondary teachers in England. Educational Psychology, 28, 195-209.
Chireshe, E., & Chireshe, R. (2010). Lobola: The perceptions of Great Zimbabwe university students. Journal of Pan-African Studies, 3, 211–221.
Cohen, J., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, teacher education and practice. Teachers College Record, 111(1), 180-213.
Coşkun, A. (2013). An investigation of the effectiveness of the modular general English language teaching preparatory program at a Turkish university. South African Journal of Education, 33(3), 1-18.
Denton, F. N., Rostosky, S. S., & Danner, F. (2014). Stigma-related stressors, coping self-efficacy, and physical health in lesbian, gay, and bisexual individuals. Journal of Counseling Psychology, 61(3), 383–391.
Engle-Friedman, M., Riela, S., & Golan, R. (2003). The effect of sleep loss on next day effort. Journal of Sleep Research, 12(2), 113-24.
Fitchett, P. G., Lineback, S., McCarthy, C. J., & Lambert, R. G. (2016). Examining the relationship among teachers’ working conditions, stress, and professional trajectory. In T. Petty, A. Good, & S. M. Putman (Eds.), Handbook of research on professional development for quality teaching and learning (pp. 577–598). IGI Global.
Fontana, D., & Abouserie, R. (1993). Stress levels, gender and personality factors in teachers. The British Journal of Educational Psychology, 63, 261-270.
Friesen, M. D., & Besley, S. C. (2013). Teacher identity development in the first year of teacher education: A developmental and social psychological perspective. Teaching and Teacher Education, 36, 23–32.
Gray, C. C., Wright, P. R., & Pascoe, R. (2017). Raising the curtain: Investigating the practicum experiences of pre-service drama teachers. Australian Journal of Teacher Education, 42(1), 36-53.
Griffith, J. A., & Brem, S. (2004). Teaching evolutionary biology: Pressures, stress, and coping. Journal of Research in Science Teaching, 41(8), 791–809.
Gutiérrez, A., Sancho, M., Beltran, G., Guillamon, J. M., & Warringer, J. (2016). Replenishment and mobilization of intracellular nitrogen pools decouples wine yeast nitrogen uptake from growth. Applied Microbiology and Biotechnology, 100(7), 3255-3265.
Harmsen, R., Helms-Lorenz, M., Maulana, R., & van Veen, K. (2019). The longitudinal effects of induction on beginning teachers’ stress. British Journal of Educational Psychology, 89(2), 259-287.
Hemmings, B., & Hockley, T. (2002). Student teacher stress and coping mechanisms. Education in Rural Australia, 12(2), 25-35.
Hooftman, W. E., Mars, G. M. J., Janssen, B., de Vroome, E. M. M., & Van den Bossche, S. N. J. (2015). Nationale enquête arbeidsomstandigheden 2014: Methodologie en globale resultaten (National Survey Working Conditions 2014: Methodology and global results). TU Delft Online Library. http://publications.tno.nl/publication/34616775/NPtzyl/
hooftman-2015-nationale.pdf
Johnson, S., & Birkeland, S. (2003). Pursuing a “sense of success”: New teachers explain their career decisions. American Educational Research Journal, 40, 581-617.
Kirton, M. J. (2003). Adaptation-innovation in the context of diversity and change. Routledge.
Kyriacou, C. (2001). Teacher stress directions for future research. Educational Review, 53, 27-35.
Mahmoudi, F., & ÿzkan, Y. (2016). Practicum stress and coping strategies of pre-service English language teachers. Procedia-Social and Behavioral Sciences, 232, 494-501.
Mapfumo, J S., Citsiko, N., & Chireshe, R. (2012). Teaching practice generated stressors and coping mechanisms among student teachers in Zimbabwe. South African Journal of Education, 32, 155-166.
MacDonald, C. (1993). Coping with stress during the teaching practicum: The student teacher’s perspective. The Alberta Journal of Educational Research, 39, 407-418.
McGrath, B. J., & Huntington, A. D. (2007). The health and wellbeing of adults working in early childhood education. Australian Journal of Early Childhood, 32(3), 33- 38.
Michell, R., Busenitz, L., Lant, T., & McDougall-Covin, P. (2003). Toward a theory of entrepreneurial cognition: Rethinking the people side of entrepreneurship research. Entrepreneurship: Theory and Practice, 27(2), 93–104.
Midford, R., & Buckworth, J. (2015). Investigation the stress levels of early childhood, primary and secondary pre-service teachers during teaching practicum. Journal of Teacher Education for Sustainability, 17(1), 35-47.
Miller, D., & Fraser, E. (2000). Stress associated with being a student teacher: Opening out the perspective. Scottish Educational Review, 32(2), 142-154.
Montgomery, C., MacFarlane, L., & Trumpower, D. (2012). Student teacher stress and physical exercice. American Society of Business and Behavioral Sciences, 19(1), 974-992.
Morton, L. L., Vesco, R., Williams, N. H., & Awender, M. A. (1997). Student teacher anxieties related to class management, pedagogy, evaluation, and staff relations. British Journal of Educational Psychology, 67, 69-89.
Murray-Harvey, R. (1999). Under stress: The concerns and coping strategies of teacher education students [Paper presentation]. Colloquium in Field based Education Flinders University, Adelaide.
Murray-Harvey, R., Slee, P. T., Lawson, M. J., Silins, H., Banfield, G., & Russell, A. (2000). Under stress: The concerns and coping strategies of teacher education students. European Journal of Teacher Education, 23(1), 19-35.
Ngidi, D. P., & Sibaya, P. T. (2003). Student teacher anxieties related to practice teaching. South African Journal of Education, 23(1), 18-22.
Pillen, M. T., Beijaard, D., & den Brok, P. J. (2013, July 2-5). Beginning teachers’ professional identity tensions. A longitudinal perspective [Paper presentation]. The 16th Biennial meeting of the International Study Association on Teachers and Teaching (ISATT), Ghent, Belgium.
Richard, J. (2012). Teacher stress and coping strategies: A national snapshot. The Education Forum, 76(3), 299-316.
Richard, B., & Harvey, A. G. (1999). Postconcussive symptoms and posttraumatic stress disorder after mild traumatic brain injury. The Journal of Nervous & Mental Disease, 187(5), 302-305.
Roskell, D. (2013). Cross-cultural transition: International teachers' experience of 'culture shock'. Journal of Research in International Education, 12(2), 155-172.
Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher–child relationships. Attachment & Human Development, 14(3), 213–231.
Samms, C. L. (2010). Relationship between dissimilar cognitive styles, use of coping behavior and use of learning strategies [Doctoral dissertation]. LSU Digital Commons. https://digitalcommons.lsu.edu/gradschool_dissertations/968/
Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25, 518-524.
Skaalvik, E. M., & Skaalvik, S. (2015). Job satisfaction, stress, and coping strategies in the teaching profession: What do the teachers say?. International Education Studies, 8, 181-192.
Downloads
Published
2020-12-30
How to Cite
Boonraksa Intapaj , T. . (2020). Conceptual Framework for School Practicum Stress in Pre-service Teachers. Journal of Education Studies, 48(4), 147–165. Retrieved from https://so02.tci-thaijo.org/index.php/EDUCU/article/view/246421
Issue
Section
Articles
