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What do Pre-Service Teachers See as Their Roles in Promoting Positive Social Environments? “I see Myself as a Facilitator of Acceptance”

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Abstract

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.

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Authors and Affiliations

  1. Department of Special Education and Rehabilitation Services, University of Maine at Farmington, 186 High Street, Farmington, ME, 04938, USA

    Dolores J. Appl & Loraine J. Spenciner

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  1. Dolores J. Appl
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  2. Loraine J. Spenciner
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Correspondence to Dolores J. Appl.

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Appl, D.J., Spenciner, L.J. What do Pre-Service Teachers See as Their Roles in Promoting Positive Social Environments? “I see Myself as a Facilitator of Acceptance”. Early Childhood Educ J 35, 445–450 (2008). https://doi.org/10.1007/s10643-007-0188-1

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  • DOI: https://doi.org/10.1007/s10643-007-0188-1

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