What Do Pre-Service Teachers See as Their Roles in Promoting Positive Social Environments? "I See Myself as a Facilitator of Acceptance"

Autor/inn/en	Appl, Dolores J.; Spenciner, Loraine J.
Titel	What Do Pre-Service Teachers See as Their Roles in Promoting Positive Social Environments? "I See Myself as a Facilitator of Acceptance"
Quelle	In: Early Childhood Education Journal, 35 (2008) 5, S.445-450 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-007-0188-1
Schlagwörter	Education Courses; Student Teacher Attitudes; Preschool Children; Interpersonal Competence; Teacher Role; Educational Environment; Special Needs Students; Disabilities; Interpersonal Relationship; Social Development; Child Development; Teacher Responsibility; Special Education + Suchen Sie Ihr Suchwort? Fortbildungskurs; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonale Kompetenz; Lehrerrolle; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sonderpädagogischer Förderbedarf; Handicap; Behinderung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Soziale Entwicklung; Kindesentwicklung; Lehrverpflichtung; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Teacher educators describe a developmental process they use for preparing pre-service teachers to support preschool-age children with and without disabilities in becoming socially competent. Social competence is crucial in developing the "whole" child and may actually foster other areas of development. Using qualitative data gathered from multiple classes over several years, the authors explain ways they guide future teachers in learning how to provide positive social environments. They describe their observations of changes in students' beliefs about their roles and responsibilities, which appear to be influenced by the guided experiences they have provided. Activities implemented in early childhood and early childhood special education courses are shared, as well as student work samples that illustrate developing awareness and understanding. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10