Thesis
Faculty perceptions of preservice teacher social competence instruction: a qualitative study in Washington state
Washington State University
Master of Arts (MA), Washington State University
2018
Handle:
https://hdl.handle.net/2376/102581
Abstract
Current research has highlighted the importance of social competence in the early years. The literature tells us that social competence is an important predictor to positive outcomes across the lifespan (Beakey, Bishop-Josef, & Watson, 2017; Cohen, Onunaku, Clothier, & Poppe, 2005; Shiner, 2000), and that poor social competence leads to poor outcomes across the lifespan (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Ladd, 2000; Sroufe, Egeland, Carlson, & Collins, 2005; Sutherland, Lewis-Palmer, Stichter, & Morgan, 2008). While there is some attention given to teacher preparation regarding social competence, it is not yet a well-developed system and lacks a clear outline of recommendations for faculty preparing preservice teachers. Part of this system includes faculty pedagogy regarding preservice teacher preparation. Research provides little insight or guidance regarding how faculty approach the task of preparing preservice teachers to contribute to early learning social competence. In this grounded theory, qualitative study, faculty interviews were used to explore faculty perceptions of their instruction (curriculum content and methods of instruction) for preservice teachers regarding social competence. By examining faculty perceptions of preservice teacher preparation to explore my research questions related to social competence instructional content and methodology, I found that 1) there was a lack of a shared definition of social competence across faculty members; 2) social competence curriculum was diffused across courses; and 3) methods for social competence instruction for preservice teachers across faculty members were varied. Implications of these findings along with future considerations and limitations of the study are shared.
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Details
- Title
- Faculty perceptions of preservice teacher social competence instruction
- Creators
- Jennifer H. Lawrence
- Contributors
- Brenda J. Boyd (Degree Supervisor)Jane D. Lanigan (Degree Supervisor)
- Awarding Institution
- Washington State University
- Academic Unit
- Human Development, Department of
- Theses and Dissertations
- Master of Arts (MA), Washington State University
- Publisher
- Washington State University; [Pullman, Washington] :
- Identifiers
- 99900525085901842
- Language
- English
- Resource Type
- Thesis