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
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.
Recommended Citation
Crawford, K.M. (2016). Developing the whole teacher: A phenomenological case study of student teachers' emotions in one teacher education program (Doctoral dissertation). Retrieved from http://digitalcommons.georgiasouthern.edu/curr_etd/
Research Data and Supplementary Material
No
Included in
Curriculum and Instruction Commons, Elementary Education and Teaching Commons, Higher Education and Teaching Commons, Scholarship of Teaching and Learning Commons
