Term of Award

Fall 2016

Degree Name

Doctor of Education in Curriculum Studies (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

Department

Department of Curriculum, Foundations, and Reading

Committee Chair

Yasar Bodur

Committee Member 1

Daniel Liston

Committee Member 2

Michelle Reidel

Committee Member 3

Sabrina Ross

Abstract

Student teaching serves as the culminating field experience in the majority of teacher education programs, and studies have revealed the need to investigate the connection between pre-service teachers and the emotions they experience, express, and manage. Therefore, the overarching purpose of this phenomenological case study was to examine how one Early Childhood (PreK-5th) Education Program addressed and prepared teachers for the emotional dimensions of teaching, as well as to examine the emotional experiences of the student teachers. The results of this study revealed the need for teacher education programs to amend the ways in which they prepare pre-service teachers, so, just as K-12 teachers develop the whole child, teacher educators are able to develop the whole teacher through emotionally anticipatory and responsive pedagogy. Limitations of the study, as well as recommendations for future studies are included.

Research Data and Supplementary Material

No