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ERIC Number: EJ1116932
Record Type: Journal
Publication Date: 2016
Pages: 24
Abstractor: As Provided
ISSN: ISSN-0965-0792
Student-Teachers' Emotional Needs and Dichotomous Problem-Solving: Non-Cognitive Root Causes of Teaching and Learning Problems
Soslau, Elizabeth
Educational Action Research, v24 n4 p479-502 2016
This study investigated whether typical field instruction practice adequately addressed student-teachers' emotional needs and discerned whether unmet needs interrupted teacher learning. Four student-teachers completed weekly needs-based writing tasks, based on a broad application of Needs Theory. At the conclusion of the 16-week practicum, data collected during typical field instruction practices (transcripts of weekly conferences, observation field notes, and reflective writing tasks) were compared with non-typically collected data (needs-based writing task). Findings from within-case and cross-case analyses illuminated non-cognitive root causes of teaching and learning problems. Student-teachers' dichotomous problem-solving, when attempting to satisfy emotional needs, thwarted teacher-learning opportunities.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A