Graduation Year

2024

Document Type

Dissertation

Degree

Ph.D.

Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Leadership, Policy, and Lifelong Learning

Major Professor

Oscar A. Aliaga, Ph.D.

Committee Member

Victor Hernandez, Ph.D.

Committee Member

Robert Dedrick, Ph.D.

Committee Member

Marie Byrd, Ph.D.

Keywords

Emotional intelligence, Expansive Learning Theory, Social and emotional learning, Teacher burnout, Teacher preparation, Teacher success

Abstract

This mixed-methods descriptive case study examined how a public research university's elementary education teacher preparation program develops social and emotional competence (SEC) in preservice teachers. Using Engeström's Expansive Learning Theory framework, the study analyzed the tools and mediating artifacts within the program's learning activity system, specifically focusing on activities known to develop SEC. Through semi-structured interviews with 18 instructors and comprehensive document analysis, the study found that SEC development is extensively integrated throughout the program's coursework and field experiences. Three primary types of SEC development activities were identified: self-reflection/self-awareness, active listening, and collaboration. The study revealed a significant correlation between instructors' K-6 teaching experience and intentional SEC implementation. A unique four-level internship model, strong collaborative culture, and robust student support system characterize the program. The findings provide insights for teacher preparation programs seeking to enhance SEC development in their curricula, particularly relevant given current political challenges surrounding social-emotional learning in education.

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