Student teaching is a pivotal event in teacher education preparation programs, and there is a need to investigate emotions in teaching. This study examined how one elementary program navigated the emotional dimensions of teaching. Findings revealed that the emotional dimensions of student teachers were influenced by individualized factors unique to the teacher; certain emotions were perceived as more acceptable to express; and supervisors needed to support student teachers to manage and respond to the emotional dimensions of teaching. The recommendation is to go beyond the technical and academic aspects of teaching and address the emotional dimensions to best prepare the whole teacher.
teacher education, student teaching, elementary education, edTPA, case study, emotional dimensions of teaching
Kathleen Crawford, Ed.D. is an Assistant Professor in Elementary and Special Education in the College of Education at Georgia Southern University. She received a Doctorate in Curriculum Studies in Teaching and Learning/Elementary Teacher Education and Educational Specialist, Master's, and Bachelor's in Elementary Education. Her research agenda focuses on literacy education and examines effective supervision of preservice teachers. Please direct correspondence to email@example.com.
Juliann Sergi McBrayer, Ed.D. is an Assistant Professor and M.Ed. P-12 Program Director in Educational Leadership within the College of Education at Georgia Southern University. She has collectively served 20 years as an educational leadership assistant professor, educational program director/coordinator, instructional school leader, professional development and federal programs coordinator, classroom teacher leader, and classroom teacher. She holds a Doctorate and Educational Specialist in Educational Leadership from Georgia Southern University, Master’s in Secondary Education from Ohio University, and Bachelor’s in Biology from SUNY College at Buffalo. Her research agenda include educational leadership and teacher preparation programs with a focus on purposeful, collaborative, and sustainable professional learning, specifically professional learning communities to ensure effectiveness and accountability. Please direct correspondence to firstname.lastname@example.org.
Katherine Fallon, Psy.D. Graduate Student was a graduate-level research assistant for the College of Education in the Department of Leadership, Technology, and Human Development at Georgia Southern University and now serves as a graduate assistant focused on research. She received a Bachelor’s degree from the University of Alabama and is currently pursuing a Doctorate in Clinical Psychology at Georgia Southern University. Please direct correspondence to email@example.com.