Developing a Self-Reg Lens with Preservice Teachers

Abstract

In many parts of the world, teachers and students report increasing stress loads and witness or experience dysregulated behaviours within teaching and learning environments. In what ways are universities preparing future teachers to understand and navigate these challenging behaviours and manage their own stress load? This paper shares findings from a Canadian research project titled Investigating Preservice Teachers’ Stress Praxis. This research occurred within a university setting where Shanker Self-Reg was embedded within three Bachelor of Education courses. This paper shares findings from surveys from this research that: Examine preservice teachers’ perceived growth in understanding and application of Self-Reg theories and practices and ways they envision future application; describe five promising approaches/activities in engaging preservice teachers in thinking through a neuro-informed lens; and, provide three considerations for teacher educators responsible for designing courses within the Bachelor of Education degree.