Building a Better Teacher: Developing the Communications Skills of Pre-Service Teachers for More Effective Classroom Instruction (a study & a method)
Location
Preston 1
Session Format
Presentation
Abstract
Pre-service teachers in EPP’s (Educational Preparation Programs) are anticipated to enter the K-12 setting with strong interpersonal, communication, and problem-solving skills. However, evidence suggests a troubling decline in these essential soft skills (Hart Research Associates, 2018; Robles, 2012). This presentation reports findings from a quantitative study conducted with undergraduate education majors enrolled in a communications course. The data set consists principally of a validated soft skills inventory to assess competencies in areas such as teamwork, adaptability, professional demeanor, and oral communication. Statistical analysis exposed deficits in initiative-taking, conflict resolution, and audience awareness—skills that are critical for effective classroom management and student engagement (Rosenberg, Heimler, & Morote, 2012; Collie et al., 2012). Observational data together with reflective student narratives further suggest that education programs often emphasize technical knowledge over the “performative” dimension of teaching. Rooted in social-emotional learning theory and career readiness frameworks (Zins et al., 2004; NACE, 2023), this session offers concrete strategies for incorporating soft skill instruction into teacher preparation programs and calls for renewed attention to holistic teacher development.
Keywords
Teacher Education, Classroom Communication, Soft Skills, Public Speaking and Writing, Holistic Teacher Development.
Professional Bio
JT Cox, Ph.D. JT Cox is an Associate Professor of Middle and Secondary Teacher Education at Valdosta State University. His academic background includes telecommunications, English literature, writing composition, and secondary English Language Arts Instruction. Dr. Cox spent nine years working in middle and high schools in Arizona and Florida before earning his doctoral degree in English Education at Florida State University. His research interests include the attitudes and beliefs of pre-service teachers, writing instruction, the dynamics of classroom discourse, and critical pedagogy. Dr. Forrest R. Parker III, Ph.D. Dr. Forrest R. Parker III is an Assistant Professor of Education at Valdosta State University, where he teaches courses in educational psychology, classroom management, and social-emotional learning (SEL). With a Ph.D. in Educational Psychology from Auburn University and graduate certificates in Autism, Behavior, Intellectual Disabilities, and Program Evaluation, Dr. Parker is a dedicated researcher whose work centers on SEL, music’s impact on student behavior, and effective classroom management strategies. His work is consistently aimed at bridging academic theory with practical strategies that foster inclusive and supportive learning environments.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Cox, JT and Parker, Forrest R. III, "Building a Better Teacher: Developing the Communications Skills of Pre-Service Teachers for More Effective Classroom Instruction (a study & a method)" (2026). Georgia Educational Research Association Conference. 5.
https://digitalcommons.georgiasouthern.edu/gera/2026/2026/5
Building a Better Teacher: Developing the Communications Skills of Pre-Service Teachers for More Effective Classroom Instruction (a study & a method)
Preston 1
Pre-service teachers in EPP’s (Educational Preparation Programs) are anticipated to enter the K-12 setting with strong interpersonal, communication, and problem-solving skills. However, evidence suggests a troubling decline in these essential soft skills (Hart Research Associates, 2018; Robles, 2012). This presentation reports findings from a quantitative study conducted with undergraduate education majors enrolled in a communications course. The data set consists principally of a validated soft skills inventory to assess competencies in areas such as teamwork, adaptability, professional demeanor, and oral communication. Statistical analysis exposed deficits in initiative-taking, conflict resolution, and audience awareness—skills that are critical for effective classroom management and student engagement (Rosenberg, Heimler, & Morote, 2012; Collie et al., 2012). Observational data together with reflective student narratives further suggest that education programs often emphasize technical knowledge over the “performative” dimension of teaching. Rooted in social-emotional learning theory and career readiness frameworks (Zins et al., 2004; NACE, 2023), this session offers concrete strategies for incorporating soft skill instruction into teacher preparation programs and calls for renewed attention to holistic teacher development.
