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ERIC Number: EJ786742
Record Type: Journal
Publication Date: 2008-Apr
Pages: 6
Abstractor: Author
Reference Count: 0
ISSN: ISSN-1082-3301
What Do Pre-Service Teachers See as Their Roles in Promoting Positive Social Environments? "I See Myself as a Facilitator of Acceptance"
Appl, Dolores J.; Spenciner, Loraine J.
Early Childhood Education Journal, v35 n5 p445-450 Apr 2008
Teacher educators describe a developmental process they use for preparing pre-service teachers to support preschool-age children with and without disabilities in becoming socially competent. Social competence is crucial in developing the "whole" child and may actually foster other areas of development. Using qualitative data gathered from multiple classes over several years, the authors explain ways they guide future teachers in learning how to provide positive social environments. They describe their observations of changes in students' beliefs about their roles and responsibilities, which appear to be influenced by the guided experiences they have provided. Activities implemented in early childhood and early childhood special education courses are shared, as well as student work samples that illustrate developing awareness and understanding.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Preschool Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A