Introduction
The COVID-19 pandemic has reshaped the educational landscape, challenging educators to adapt and persevere. The research article "Poetry and possible selves: Crisis theory with/in teacher education programs" by Scott Baker offers valuable insights into how preservice teachers cope with crises, using poetic inquiry to explore their emotional responses and possible selves. This blog aims to help practitioners improve their skills by implementing the outcomes of this research or encouraging further exploration.
Understanding Crisis Theory with/in Teacher Education Programs (CT-TEP)
Crisis Theory with/in Teacher Education Programs (CT-TEP) examines the interplay between preservice teachers' stressors, coping strategies, and identity. The model highlights how these elements shape emotional health and well-being, providing a framework for teacher educators to support students through crises. By understanding this interaction, educators can better address the emotional and psychological burdens faced by their students.
The Role of Poetic Inquiry
Poetic inquiry is used as a methodological tool to capture the emotional experiences of preservice teachers during the pandemic. By transforming survey responses into poetry, the study provides a vivid portrayal of students' emotions, stressors, and coping mechanisms. This approach allows educators to gain deeper insights into their students' experiences and emotional states, facilitating more effective support and intervention.
Implementing the Findings
Practitioners can enhance their skills by incorporating the following strategies based on the research findings:
- Encourage Reflection: Promote prospective reflection among preservice teachers to help them focus on their future selves and career aspirations. This approach can provide valuable insights into their emotional well-being and readiness to cope with crises.
- Utilize Poetic Inquiry: Incorporate poetic inquiry into teacher education programs to explore and understand students' emotional experiences. This method can foster empathy and connection between educators and students.
- Support Coping Strategies: Identify and support effective coping strategies used by preservice teachers. By recognizing and reinforcing positive coping mechanisms, educators can help students navigate challenging situations more effectively.
Encouraging Further Research
While the study provides valuable insights, further research is needed to explore the application of CT-TEP across different educational contexts and levels of experience. Practitioners are encouraged to engage in research that examines how crisis theory and poetic inquiry can be integrated into teacher education programs to support preservice teachers' emotional health and well-being.
Conclusion
The research on poetry and possible selves offers a unique perspective on supporting preservice teachers during crises. By understanding and implementing the findings, practitioners can enhance their skills and create better outcomes for their students. For those interested in delving deeper into this research, the original paper provides a comprehensive exploration of the topic.
To read the original research paper, please follow this link: Poetry and possible selves: Crisis theory with/in teacher education programs.
