Creating Warm Demanders: A Mixed Methods Study of Social Foundations Coursework

Abstract

Social Foundations of Education (SFE) courses have long been a staple of traditional teacher preparation programs. However, with the rise of alternative pathways to teacher certification, a debate has emerged around the usefulness of SFE courses, particularly as it relates to the development of pre-service teachers into effective educators. Employing a mixed methods design, this study explores the impact of SFE courses by examining how these classes affect pre-service teachers’ critical awareness and teacher expectations. Data for this study was collected through pretest and posttest surveys and interviews during the Fall of 2017 at two mid-Atlantic universities. In total, 132 individuals participated in the quantitative portion of the study, with 18 of these subjects also comprising the study’s focal sample. Results of this research show that SFE courses significantly increase pre-service teachers’ critical awareness but do not have an effect on teacher expectations. However, in analyzing the data by institution, this study found that SFE courses are capable of raising pre-service teachers’ expectations when course instructors adopt certain pedagogical and rhetorical practices.