An Intervention to Reduce Preservice Primary Teachers' Shame in Mathematics

• In Event: Social and Emotional Learning and Educator Preparation

Abstract

Unpleasant emotions such as shame can reduce individual performance and harm the self. This is especially important for pre-service primary teachers, as they are expected to teach mathematics in schools later on. So far, no systematic intervention exists that could be applied during teacher education to reduce shame. This study presents a brief intervention based on assumptions of positive education. Through an experimental design with n = 112 pre-service primary teachers from Germany, it was shown that the intervention was effective in reducing shame in mathematics. Discussion includes benefits, limitations, and further applications of the intervention.

Authors

• Lars Jenssen, Humboldt University - Berlin

• Katja Eilerts, Humboldt University of Berlin