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A survey of liberal arts teacher educators (n=64) compared seven enduring tension pairs, including knowledge, leadership, differentiation, and theory versus practice. Results emphasize teacher well-being and social-emotional learning, showing strong beliefs but limited program time for social-emotional needs. Recommendations urge embedding these skills throughout preparation programs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/late-to-the-party-a-new-theoretical-framework-of-liberal-arts-teacher-education/590981/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/late-to-the-party-a-new-theoretical-framework-of-liberal-arts-teacher-education/590981.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the LATE theoretical framework explain?","Question",{"text":112,"@type":113},"It articulates the complex work of liberal arts teacher educators, what teacher candidates learn, and the enduring tensions in teacher preparation. It also highlights moral, ethical, cultural, and relational dimensions of teaching.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were enduring tensions examined in the study?",{"text":117,"@type":113},"The author surveyed liberal arts teacher educators (n=64) about seven tension pairs and asked participants which concept mattered more, or whether they were equally important. Participants also reported how much program time each concept received.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the research suggest about social-emotional learning time in teacher preparation programs?",{"text":121,"@type":113},"Nearly all participants believed personal or social-emotional needs were as or more important than professional needs. However, only a minority reported that social-emotional needs received as much or more time in programs, leading to an emphasis on embedding these skills throughout.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590981,1792189751,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","LATE to the Party: A New Theoretical Framework of Liberal Arts Teacher Education  \nAmber R. Peacock  \nRandolph-Macon College  \nAbstract  \nA theoretical framework is introduced that articulates the complex nature of what liberal arts teacher educators do, what teacher candidates learn, and the enduring tension inherent in that work. The researcher surveyed liberal arts teacher educators (n = 64) regarding beliefs about seven enduring tensions in education—content knowledge/pedagogical knowledge, leading/following, differentiation/standardization, theory/practice, individual needs/group needs, global issues/local issues, and professional needs/personal or social-emotional needs. The pairs consist of education topics that are potentially, but not necessarily, at odds. Participants indicated which concept in each pair they believe is more important or indicated that the concepts were equally important for teacher candidates to learn. Participants then reported which of the concepts in each pair received more time in their teacher preparation program or if the concepts received equal time. Data were analyzed to inform the development of the Liberal Arts Teacher Education (LATE) theoretical framework presented. The LATE framework includes traditional teacher knowledge (content and pedagogy) and the moral, ethical, cultural, and relational dimensions of teaching (pedagogical and professional discernment). Of the participants, 97.9% believed personal/social-emotional needs (i.e., facilitating work-life balance, strategies to avoid burnout) were as or more important for teacher candidates to learn as professional needs (i.e., licensure requirements). Yet, only 29.7% reported that the social-emotional needs of teachers got as much or more time in the program as professional needs. The LATE theoretical framework emphasizes teacher well-being and social-emotional learning. The author  \nAILACTE Journal 1  \nPeacock  \nrecommends embedding social-emotional learning skills for teacher candidates throughout the program so teacher candidates are equipped to navigate the enduring tensions ofthe profession productively, persist in the field, and love their work.  \nKeywords: liberal arts, teacher education, pedagogy, socialemotional learning, discernment  \n2 AILACTE Volume XVII 2020  \nLiberal Arts Teacher Education  \nMaking a case for a liberal arts college education is challenging, in part, because its value is difficult to communicate in sound bites (Jaschik, 2017; Zinser, 2013). Training for a specific profession is traditionally at odds with common definitions ofthe liberal arts (Kimball, 2013), so making a case for liberal arts teacher preparation programs can be even more difficult. As a teacher educator in a small private liberal arts college, I can attest to the enduring tension between the liberal arts and teacher preparation but suggest that preprofessional teacher preparation is at its best when framed in the liberal arts from start to finish.  \nThe aims of a strong liberal education include: developing the intellect and the capacity for lifelong learning; shaping ethical judgment and the capacity for insight and concern for others, our habitats, and the future; increasing understanding of cultures, languages, and societies, and the connections among them; comprehending relationships between landscapes and built environments, institutional systems and conditions of populations; expanding scientific horizons and mastering common scientific literacy and technological competence; nurturing democratic and global knowledge and engagement. (Zinser, 2013)  \nA liberal arts education is designed to produce lifelong learners and thoughtful, culturally responsive citizens (Jaschik, 2017). These goals are surely consistent with what one would expect of an effective educator.  \nThe purpose of this research was to develop a liberal arts teacher education (LATE) framework with merit (that is logistically sound, clear, and straightforward [Lincoln & Gub","cbCaipqdcFW1X5WD","https://ap.wps.com/l/cbCaipqdcFW1X5WD","pdf",434212,22,"English","# Abstract\n## Liberal arts teacher preparation and enduring tensions\n## Purpose and use of the LATE framework\n## Arriving at the LATE framework","[{\"question\":\"What does the LATE theoretical framework explain?\",\"answer\":\"It articulates the complex work of liberal arts teacher educators, what teacher candidates learn, and the enduring tensions in teacher preparation. It also highlights moral, ethical, cultural, and relational dimensions of teaching.\"},{\"question\":\"How were enduring tensions examined in the study?\",\"answer\":\"The author surveyed liberal arts teacher educators (n=64) about seven tension pairs and asked participants which concept mattered more, or whether they were equally important. Participants also reported how much program time each concept received.\"},{\"question\":\"What does the research suggest about social-emotional learning time in teacher preparation programs?\",\"answer\":\"Nearly all participants believed personal or social-emotional needs were as or more important than professional needs. However, only a minority reported that social-emotional needs received as much or more time in programs, leading to an emphasis on embedding these skills throughout.\"}]","LATE to the Party - A New Theoretical Framework of Liberal Arts Teacher Education | PDF",1792070862,55]