"Practice What You Preach": Teachers' Perceptions of Emotional Competence and Emotionally Supportive Classroom Practices

Autor/inn/en	Zinsser, Katherine M.; Denham, Susanne A.; Curby, Timothy W.; Shewark, Elizabeth A.
Titel	"Practice What You Preach": Teachers' Perceptions of Emotional Competence and Emotionally Supportive Classroom Practices
Quelle	In: Early Education and Development, 26 (2015) 7, S.899-919 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2015.1009320
Schlagwörter	Preschool Teachers; Emotional Development; Social Development; Emotional Intelligence; Teacher Student Relationship; Teaching Styles; Teacher Competencies; Emotional Response; Affective Behavior; Mixed Methods Research; Focus Groups; Observation; Virginia + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Gefühlsbildung; Soziale Entwicklung; Emotionale Intelligenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrstil; Unterrichtsstil; Lehrkunst; Emotionales Verhalten; Affective disturbance; Active behaviour; Affektive Störung; Beobachtung
Abstract	Research Findings: The connections between parents' emotional competence (emotion expression, regulation, and knowledge) and children's social-emotional learning (SEL) have been well studied; however, the associations among teachers' emotional competencies and children's SEL remain widely understudied. In the present study, private preschool and Head Start teachers (N = 32) were observed using the Classroom Assessment Scoring System. Participating teachers from each center also participated in focus group discussions about emotional competence in preschool classrooms. For analyses, teachers were divided into Moderately and Highly Supportive groups based on observed emotional support quality. Teachers' focus group responses were compared. Practice or Policy: Comparison groups differed with regard to their discussions of emotion regulation and emotion knowledge. These differences elucidate ways in which intervention programs and in-service training can be developed to help teachers better meet the SEL needs of children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11