COMPARATIVE STUDY ON THE UNDERSTANDING OF RESPONSIVENESS IN PRE-SERVICE PRESCHOOL TEACHERS IN THE COVID-19 EMERGENCY SITUATION (2018-2020)
Keywords:Covid-19 emergency situation, preschool teachers, responsiveness
The global pandemic of Civid-19 has led to significant changes in the transformation of the system of education and teacher training. Regarding the training of prospective preschool teachers at the institutions of higher education, there is a growing need to develop multiple competencies so that a teacher can create an emotionally safe and supervised learning environment. Our study highlights the importance of the responsiveness of preschool teachers in providing supportive responses, responsibility, and guidance regulating children’s emotions in the pedagogical activity. The aim of the study is to analyze and compare the perceptions of students, pre-service preschool teachers, on teachers’ emotional responsiveness before the global pandemic and during the Covid-19 emergency. The materials and methods used in the study include the theoretical method – the analysis of literature - and the empirical method – a survey of 600 part-time students working in pre-school educational institutions in 2018 and in 2020. The survey was conducted online. The data were processed using the software SPSS. The results of the study demonstrate that, generally, the Covid-19 emergency has increased the willingness of prospective preschool teachers to undertake responsibility and leadership in regulating children’s emotions. The students have become more responsible and determined; their understanding of the importance of emotional responsiveness in teacher’s work is higher than before the pandemic
Alhaddad, M. (2014). Career self-management in ascription culture. (Doctoral dissertation Brunel school of Business and Management, Brund University). Retrieved from http://bura.brunel.ac.uk/handle/2438/8746
Allen, J., Rowan, L., Singh, P. (2020). Teaching and teacher education in the time of Covid-19. Asia -Pacific Journal of Teacher Education, 48(3), 233-236.
Bandura, A. (1997). Self-efficacy. The Exercise of Control. New York: W.H. Freeman and Company.
Buettner, C. K., Jeon, L., Hur, E., Rachel, E., & Garcia, C. (2016.) Teachers’ Social-Emotional Capacity: Factors Associated with Teachers’ Responsiveness and Professional Commitment. Early Education and Development, 27(7), 1018-1039. https://doi.org/10.1080/10409289.2016.1168227
Cabinet of Ministers of the Republic of Latvia. (2020). Regulation No. 655. Regarding Declaration of the Emergency Situation. Latvijas Vēstnesis, 216A, 06.11.2020.Retrieved from https://www.vestnesis.lv/ta/id/318517
Denham, S. A., Baset, H. H., & Zinsser, K. (2012). Early Childhood Teachers as Socializers of Young Children’s Emotional Competence. Early Childhood Education Journal, 40(3), 137-143.
Donitsa-Schmidt, L., Smadar, D., & Ramot, R. (2020). Opportunities and Challenges: teacher education in Israel in the Covid-19 pandemic. Journal of Education for Teaching, 46(4), 586-595. https://doi.org/10.1080/02607476.2020.1799708
Fabes, R. A., Poulin, R. E., Eisenberg, N., & Madden-Derdich, D. A. (2002). The coping with Children’s Negative Emotions Scale (CCNS): Psychometric properties and relations with children’s emotional competence. Marriage & Family Review, 34(3-4), 285-310. Retrieved from https://psycnet.apa.org/doi/10.1300/J002v34n03_05
Ferreira, M., Martinsone, B., Talič, S. (2020). Promoting Sustainable Social Emotional Learning at School through Relationship Centred Learning Environment. Teaching Methods and Formative Assessment. Journal of Teacher Education for Sustainability, 22(1), 21-36.
Hadar, L. L., Ergas, O., Alpert, B, & Ariav, T. (2020). Rethinking Teacher Education in a VUCA world: Student teachers’ social-emotional competencies during the Covid-19 crisis. European Journal of Teacher Education, 43(4), 573-586. https://doi.org/10.1080/02619768.2020.1807513
Harvey, S. T., Evans, I. M., Hill, R.V. J., Henricksen, A., & Bimler, D. (2016). Warming the emotional climate of the classroom: Can teachers’ social-emotional skills change? The International Journal of Emotional Education, 8(2), 70-87.
Jennings, P. A., Jeon, L., & Roberts, A. M. (2020). Introduction to the Special Issue on Early Care and Education Professionals’ Social and Emotional Well-Being. Early Education and Development, 31(7), 933- 939. https://doi.org/10.1080/10409289.2020.1809895
Jeon, L., & Ardeleanu, K. (2020). Work Climate in Early Care, and Education and Teachers’ Stress: Indirect Associations through Emotion Regulation. Early Education and Development, 31(7), 1031-1051. https://doi.org/10.1080/10409289.2020.1776809
Jeon, L., Buettner, C. K., & Snyder, A. R. (2014). Pathways from teacher depression and child-care quality to child behavioral problems. Journal of Consulting and Clinical Psychology, 82(2), 225-235. https://psycnet.apa.org/doi/10.1037/a0035720
Jeon, L., Hur, E., & Buettner, C. K. (2016). Child-care chaos and teacher’s responsiveness: The indirect associations through teacher’s emotion regulation and coping. Journal of School Psychology, Volume 59, 83-96.
Jurgena, I., Cēdere, D., & Keviša, I. (2020). The pedagogical evaluation of responsiveness of pre-service teachers. Society. Integration. Education. Proceedings of the International Scientific Conference, Vol.1 Higher Education, May 22nd-23rd, Rezekne: Rezekne Academy of Technologies, 276 -287.
Lang, S. N., Jeon, L., Sproat, E. B., Brothers, B. E., & Buettner, C. K. (2020). Social and Emotional Learning for Teachers (Self-T): A Short-term Online Intervention to Increase Early Childhood Educators’ Resilience. Early Education and Development, 31(7), 1112-1132. https://doi.org/10.1080/10409289.2020.1749820
Lang, S., N., Mouzourou, C., Jeon, L., Buettner C., & Hur, E. (2017). Preschool Teachers’ Professional Training, Observational Feedback, Child-Centred Beliefs and Motivation: Direct and Indirect Associations with Social and Emotional Responsiveness. Child and Youth Care Forum, 46(1), 69-90.
Morris, C. A. S., Denham, S. A., Bassett, H. H., & Curby, T. W. (2013). Relations among teachers’ emotion, socialization, beliefs and practices and preschoolers’ emotional competence. Early Education & Development, 24(7), 979-999. doi: 10.1080/10409289.2013.825186
OECD. (2019). OECD Skills Strategy Latvia: Assessment and Recommendations. https://doi.org/10.1787/74fe3bf8-en
Poulou, M., S., Basett, H. H., & Denham S. A., (2018). Teachers’ Perceptions of Emotional Intelligence and Social-Emotional Learning: Students’ Emotional and Behavioral Difficulties in U.S. and Greek Preschool Classrooms. Journal of Research in Childhood Education, 32(3), 363-377.
Sangiter, A., Stoner, G., & Flood, B. (2020). Insights into accounting education in a Covid-19 World. Accounting Education, 29(5), 431-562. https://doi.org/10.1080/09639284.2020.1808487
Thomason, A. C., & La Paro, K. M. (2013). Teachers’ commitment to the field and teacher-child interactions in center based childcare for toddlers and three-year-olds. Early Childhood Education Journal, 41(3), 227-234. DOI: 10.1007/s10643-012-0539-4
UNESCO. (2020). UNESCO COVID-19 education response: how many students are at risk of not returning to school? Advocacy paper. UNESDOC Digital Library.
UNICEF. (2020). UNICEF and Microsoft launch global learning platform to help address Covid-19 education crisis.
La Velle, L., Newman, S., Montgomery, C., & Hyatt, D. (2020). Initial teacher education in England and the Covid-19: Challenges and opportunities. Journal of Education for Teaching, 46(4), 596-608. https://doi.org/10.1080/02607476.2020.1803051
Zinsser, K. M., Bailey, C. S., Curby, T. N., Denham, S. A., & Bassett, H. H. (2013). Exploring the predictable classroom: preschool teacher stress, emotional supportiveness and students’ social emotional behavior in private and head start classrooms. NHSA Dialog, 16(2), 90-108.