A Case Study of Self-Affirmations in Teacher Education

Autor/in	Robinson, Scott
Titel	A Case Study of Self-Affirmations in Teacher Education
Quelle	In: Journal of Invitational Theory and Practice, 20 (2014), S.27-36 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1060-6041
Schlagwörter	Teacher Education Programs; Preservice Teachers; Self Esteem; Self Efficacy; Teacher Attitudes; Integrity; Teacher Effectiveness; Writing Exercises; Stereotypes; Positive Attitudes; Teaching Methods; Writing Instruction; Prompting; Group Membership; Peer Acceptance; Professional Identity; Feedback (Response); Trust (Psychology); Seminars; Teacher Interns; Internship Programs; Semi Structured Interviews; Comparative Analysis; Qualitative Research; Hawaii + Suchen Sie Ihr Suchwort? Self-esteem; Selbstaufmerksamkeit; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Integrität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schreibübung; Klischee; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Benutzerführung; Gruppenzugehörigkeit; Seminar; Berufspraktische Ausbildung; Qualitative Forschung
Abstract	This qualitative study reports on what was learned from two former teacher candidates, who engaged in self-affirmation writing exercises in an education seminar during their final semester in a teacher education program. Self-affirmations, as presented here, are brief psychological interventions designed to enhance the self-integrity of teacher education candidates, so they can persist and overcome challenges and demands encountered during their field placement teaching assignments. The research questions guiding this inquiry are: a) to what degree do self-affirmations minimize stereotype threat among teacher candidates; b) in what ways do self-affirmations help candidates remain optimistic in their roles as teacher candidates; and c) how can candidates apply self-affirmation writing with their own secondary students? A central finding from this case study is that self-affirmation writing sustained the teacher candidates through the challenges they encountered during their field experience teaching. The research participants describe how self-affirmations helps them focus on their own positive inner voice, or whispering self, that encourages self-acceptance and a belief that they are good persons who care for themselves and others. Additionally, candidates apply, or envision how they might apply self-affirmation writing exercises in their own middle and high school classrooms. (As Provided).
Anmerkungen	International Alliance for Invitational Education. Kennesaw State University, 1000 Chastain Road House #55, Kennesaw, GA 30144-5591. Tel: 770-423-6869; Web site: http://www.invitationaleducation.net/jitp.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01