Preservice Teacher Curricula Should Include Research on Non-Cognitive Characteristics

Abstract

Institutions of higher education need to provide curricula for preservice teachers on the importance of non-cognitive characteristics related to success to best prepare and maintain new teachers in K-12 schools throughout the country. Many educators of preservice teachers experienced the importance of curricula that psychologically and emotionally prepares future educators for crippling events, before, during, and after the onset of the coronavirus pandemic. Crises of all types are inevitable within society and schools, and how they are handled by educators will vary based upon educators’ non-cognitive characteristics. While societal upheaval can negatively impact schools, faculty, and students by adding stress and uncertainty to the day-to-day work of educators, coping mechanisms such as resilience, grit and self-efficacy can prevent consequences such as teacher burnout and attrition. Consequently, preservice teachers will benefit by accumulating knowledge about the power and importance of these types of non-cognitive characteristics before they enter the field.