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Poetry and possible selves: Crisis theory with/in teacher education programs
1University of Wisconsin-La Crosse, USA.
Teaching and Teacher Education
|September 27, 2021
Summary
The Crisis Theory with/in Teacher Education Programs (CT-TEP) model helps educators support preservice teachers facing crises. Focusing on possible selves aids in understanding student emotional health and well-being during challenging times.
Area of Science:
- Education
- Psychology
- Sociology
Background:
- The COVID-19 pandemic significantly impacted educational settings globally.
- Teacher education programs faced unprecedented challenges in supporting preservice teachers.
Purpose of the Study:
- To introduce the Crisis Theory with/in Teacher Education Programs (CT-TEP) model.
- To explore how preservice teachers' stressors, coping mechanisms, and identity influence their resilience.
- To provide strategies for teacher educators to foster student perseverance during crises.
Main Methods:
- A qualitative study was conducted in a US teacher education program during the Spring 2020 COVID-19 shutdown.
- Data collection involved analyzing a series of poems created by preservice teachers.
- The poems illustrated preservice teachers' emotions, coping strategies, and perceptions of their present and possible selves.
Main Results:
- Preservice teachers experienced significant stressors due to the pandemic.
- Personal coping strategies and identity played a crucial role in how students navigated these challenges.
- The study identified the importance of focusing on 'possible selves' to understand student well-being.
Conclusions:
- The CT-TEP model offers a framework for understanding and supporting preservice teachers in crisis.
- Teacher educators should prioritize fostering students' 'possible selves' to enhance emotional health.
- This approach can help students persevere through academic and personal challenges in education programs.
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