Coaches' Feedback and the Promotion of Emotion-Focused Teaching in Early Childhood Educators

• In Event: Fairmont Roundtable Session Fifteen
  In Roundtable Session: Preparing and Supporting Teachers to Provide Social and Emotional Learning to Students (Table 15)

Abstract

Emotion-focused teaching (EFT) practices can promote children's early social and emotional skills such as expressing and regulating emotions, interacting positively with peers, and engaging in learning tasks. Yet teachers receive little to no pre-service training on supporting children's social-emotional learning. The present study examines coaches' provision of feedback during an EFT-focused semester of an alternative licensure program. Teachers in residence in community-based preschool classrooms (N=70) were observed with the EMOtion TEacher Rating Scale (EMOTERS) at the start and end of a 12-week semester. Structural regression models demonstrated that, overall, teachers observed EFT improved, but there is a curvilinear association between teachers' initial EFT and the ideal number of feedback sessions they had with a coach.

Authors

• Kate Zinsser, University of Illinois at Chicago
  Presenting Author

• Timothy W. Curby, George Mason University
  Non-Presenting Author

• Catherine M. Main, University of Illinois at Chicago
  Non-Presenting Author

• Christen Park, University of Illinois at Chicago
  Non-Presenting Author

• Joanna Skourletos, Loyola University Chicago
  Non-Presenting Author