“Okay, I’m Not Alone Over Here”: Preservice Teachers’ Experiences With Social Support and Teaching Confidence (Poster 31)

• In Event: AERA Poster Session Thursday 1:45 p.m.
  In Poster Session: Poster Session for Stress, Resilience, and Coping

Abstract

Social support is associated with reduced stress and enhanced well-being. Still, little is known about how preservice teachers experience social support within their educator preparation programs. This qualitative study was designed to explore how early childhood preservice teachers describe support as an influencer of confidence for teaching. Findings show that peers and professors are highly referenced sources of support for appraisal, emotional, and informational needs, followed by cooperating teachers and field supervisors. Other sources are important for emotional and informational support needs. Implications include a call to consider the role of peers in fostering preservice teacher confidence and the need to unpack paradoxes associated with the quality of social support in teacher education.

Authors

• Kathleen Kyzar, Texas Christian University

• Michelle Bauml, Texas Christian University