Increasing Empathy and Awareness in Educator Preparation through Social-Emotional Literacy Experiences with Children in Crisis Situations

Autor/inn/en	Sorbet, Stefanie R.; Graybeal, Lesley
Titel	Increasing Empathy and Awareness in Educator Preparation through Social-Emotional Literacy Experiences with Children in Crisis Situations
Quelle	In: Journal of Service-Learning in Higher Education, 13 (2021), S.89-105 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-6685
Schlagwörter	Empathy; Consciousness Raising; Teacher Education; Social Emotional Learning; Student Experience; Literacy Education; Service Learning; Preservice Teachers; At Risk Students; Field Experience Programs; Elementary School Students; Student Behavior + Suchen Sie Ihr Suchwort? Empathie; Bewusstseinsbildung; Lehrerausbildung; Lehrerbildung; Studienerfahrung; Service-Learning; Praxisnahes Lernen; Student behaviour; Schülerverhalten
Abstract	This qualitative study examines service-learning reflections of 34 preservice teachers enrolled in a senior-level educator preparation course at a public university in the southern United States. Participants reflected on their experiences with an early literacy service-learning project with children in crisis situations. The service-learning project fulfilled course objectives of exposing preservice teachers to a variety of causes of challenging behavior in young children in an effort to increase awareness and understanding of behaviors and situations that may arise in the elementary classroom. This study addressed the following research questions: (a) how do preservice teachers engaging in early social-emotional literacy experiences describe the behavior of children in crisis situations, and (b) how do preservice teachers describe their own understanding, empathy, and openness following a service-learning experience with children from diverse backgrounds? Results from this study indicated that preservice teachers' exposure to children in crisis situations led them to increased awareness and understanding of challenging behavior in the classroom. (As Provided).
Anmerkungen	University of Louisiana System. 1201 North Third Street Suite 7-300. Baton Rouge, LA 70802. Tel: 337-482-1015; Fax: 337-482-5374; e-mail: service@louisiana.edu; Web site: http://journals.sfu.ca/jslhe/index.php/jslhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01