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Poetry and possible selves: Crisis theory with/in teacher education programs
Teaching and Teacher Education ( IF 3.782 ) Pub Date : 2021-06-04 , DOI: 10.1016/j.tate.2021.103393
J Scott Baker 1
Affiliation  

The COVID-19 pandemic has altered the educational landscape. This article offers the model, Crisis Theory with/in Teacher Education Programs (CT-TEP), which examines how the interplay of preservice teachers' stressors and personal coping strategies filtered through their identity provides teacher educators strategies for helping students persevere through crises. Data collected in one teacher education program during the spring 2020 COVID-19 shutdown across the United States illuminates preservice teachers’ present and possible selves, through a series of poems demonstrating emotions and coping strategies of student-participants. Implications for teacher educators to focus on possible selves with/in teacher education classrooms as a mechanism for understanding emotional health and well-being is discussed.



中文翻译:

诗歌与可能的自我:教师教育项目中的危机理论

COVID-19 大流行改变了教育格局。本文提供了模型,即教师教育计划中/教师教育计划中的危机理论 (CT-TEP),该模型研究了职前教师的压力源与通过其身份过滤的个人应对策略之间的相互作用如何为教师教育者提供帮助学生坚持度过危机的策略。在 2020 年春季 COVID-19 全美停工期间,一项教师教育计划收集的数据通过一系列展示学生参与者情绪和应对策略的诗歌阐明了职前教师现在和可能的自我。讨论了教师教育者在教师教育课堂上/在课堂上关注可能的自我作为理解情绪健康和幸福的机制的意义。

更新日期:2021-06-04
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