Meg Vostal
Biographic Data
| ID | 9566407 |
|---|---|
| NAME | Meg Vostal |
| GIVEN NAMES | Meg |
| FAMILY NAME | Vostal |
| SIGNATURE | VOSTAL M |
| AFFILIATIONS | Bowling Green State University, Bowling Green, OH, USA |
| ORCID | 0000-0001-8498-5975 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Preservice Teachers’ Expectations for Emotional Regulation in the Classroom: Learning to Act Like a Teacher
Background: Teachers’ emotional labor (EL) has significant practical implications for their work, but teachers receive little or no preservice training on how to recognize, regulate, and express their emotions in the field. Early teaching experiences frequently evoke challenging emotions, yet research on preservice teachers’ emotional experiences and EL socialization remains limited. Research Questions: (1) What are preservice teachers’ understan…
A qualitative exploration of trust between general and special educators: Implications for collaboration in the preparation of teacher candidates
Collaboration skills are addressed by educational organizations' teacher preparation standards. Collaboration is critical for effective service delivery to students with disabilities. Trust between educators is important for collaboration and effective shared service delivery. Investigations of collaboration between general and special educators are needed. We report findings from a qualitative investigation of trust and collaboration between gen…
No prominent works on this page.
A qualitative exploration of trust between general and special educators: Implications for collaboration in the preparation of teacher candidates
Collaboration skills are addressed by educational organizations' teacher preparation standards. Collaboration is critical for effective service delivery to students with disabilities. Trust between educators is important for collaboration and effective shared service delivery. Investigations of collaboration between general and special educators are needed. We report findings from a qualitative investigation of trust and collaboration between gen…
Preservice Teachers’ Expectations for Emotional Regulation in the Classroom: Learning to Act Like a Teacher
Background: Teachers’ emotional labor (EL) has significant practical implications for their work, but teachers receive little or no preservice training on how to recognize, regulate, and express their emotions in the field. Early teaching experiences frequently evoke challenging emotions, yet research on preservice teachers’ emotional experiences and EL socialization remains limited. Research Questions: (1) What are preservice teachers’ understan…
Qualitative research (2 works) · Teacher education (2 works) · Business (1 works) · Collaborative Teaching and Inclusion (1 works) · Communication in Education and Healthcare (1 works) · Disability Education and Employment (1 works) · Early Childhood Education and Development (1 works) · Emotional labor (1 works) · Emotional Labor in Professions (1 works) · Licensure (1 works)