The Psychosocial and Emotional Impact of Classroom Community Building on Teacher Candidates

A Holistic Approach

Authors

Keywords:

Classroom community building, teacher education, pre-service teachers, social and emotional learning, holistic education, arts integration

Abstract

The present study investigated the effects of classroom community building (CB) on the psychosocial and emotional domains in 38 teacher candidates, enrolled in an arts-integration-across-the-elementary-curriculum methods course. The interplay between arts-based content knowledge, interpersonal experience, and self, had  multiple benefits across both domains. A thematic analysis indicated a positive impact on five major psychosocial skills. Participants also gained metacognitive understanding of their emotional engagement, improved mental health and self-awareness.  Implications of a curriculum model integrating course content and CB in teacher education programs are discussed.

 

Author Biography

Luz Carime Bersh, Minnesota State University_Mankato

Luz Carime Bersh, Ph.D. is an Assistant Professor in Elementary and Literacy Education at Minnesota State University Mankato. Her teaching focus is Literacy Methods and Arts Integration Methods across the K-6 curriculum. She has a background in the arts and arts integration education. Dr. Bersh is currently expanding her research about classroom community building in teacher education through the arts, as a holistic approach to supporting social emotional learning and mental health.

 

 

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Published

2024-05-29

How to Cite

Bersh, L. C. (2024). The Psychosocial and Emotional Impact of Classroom Community Building on Teacher Candidates : A Holistic Approach. Holistic Education Review, 4(1). Retrieved from https://her.journals.publicknowledgeproject.org/index.php/her/article/view/2773

Issue

Vol. 4 No. 1 (2024): Unthemed

Section

Peer-Reviewed Submissions