Longitudinal Tracking of Preservice Teachers' Emotion-Regulation Ability

• In Event: 45.093 - MTCC Roundtable Session 18
  In Roundtable Session: 45.093-8 - Teachers' Well-Being and Social-Emotional Competencies

Abstract

Few teacher education programs explicitly focus on social and emotional learning (SEL) despite the fact that many states have adopted SEL standards and schools are implementing SEL programs. Further, there is a dearth of information about in what way these processes develop during teacher preparation. This three-year longitudinal study examined pre-service teachers’ trajectories of emotion-regulation ability (ERA) during teacher preparation. Findings suggested that pre-service teachers’ mean ERA scores were statistically significantly lower than the average scores for the population across all three time points. Results also showed that ERA growth significantly decreased over time. Implications for teacher preparation are discussed.

Authors

• Roisin P. Corcoran, University of Nottingham

• Joanne O'Flaherty, University of Limerick