Processes and Products for Integrating Social and Emotional Learning in K-8 Preservice Teacher Education

• In Event: Social and Emotional Learning in Teacher Preparation: Emerging Policy, Research, and Programs

Abstract

Objectives
We have spent the past 3 years engaged in developing a pipeline of incoming K-8 teachers at a large state university who can embed SEL in their classrooms. Consistent with the AERA 2014 conference focus on the possibilities of educational research, this paper documents a process of teacher educator professional development, the products developed by involved faculty members; and discussion of qualitative data that illuminates the possibilities, problems, and outcomes of this effort.
Perspective
Most pre-service teacher preparation programs have not explicitly embedded the SEL knowledge base, dispositions, and skills within course content or field experiences. “Teachers typically receive little training in how to promote SEL skills, deal with peer conflict, or address other SEL-related issues. Pre-service teacher training includes little attention to these issues beyond basic behavior management strategies.” (Lopes, Mestre, Guil, Kreminitzer, & Salovey, 2012).
Methods, techniques, or modes of inquiry
We conducted a 3-year project involving 8university faculty and a teacher resiliency consultant, to integrate SEL across a K-8 teacher preparation program. The CASEL dimensions guided the redesign effort. The project included 2-3 one-one consultations between faculty and our consultant; monthly group meetings; and three full day retreats each year. Faculty submitted documentation of changes in their courses, as well as challenges and successes they were experiencing.
Data sources
Qualitative data were gathered during the project from 2010-2013 from a total of 8 faculty members from the K-8 teacher preparation program, including detailed meeting notes; pre and post project course materials that document the impact of their participation; and written responses to a questionnaire focused on identifying strengths of the process used for the redesign work, changes in faculty thinking, and faculty needs in order to continue the work. Faculty also submitted sample teacher candidate work demonstrating changes in thinking based on the SEL activities, readings, and projects that had been introduced into various classes.
Results and/or substantiated conclusions or warrants for arguments/point of view
Data indicated that monthly meetings, structured individual and group feedback, and learning about what others were doing, was critical to moving the work forward. Results include: 1) changes in professors’ activities, assessments, readings, as well as explicit use of common SEL language to integrate SEL across the program; 2) departmental approval of integration of SEL as one of key programmatic strands; 3) creation of departmental Dispositions Inventory tool identifying specific teacher candidate SEL competencies and competencies candidates will address with their students.
Scientific or scholarly significance of study
Redesigning teacher preparation programs to attend to the social-emotional dimension of teaching and learning is essential in order to reflect connection to the most current work in the neurosciences, respond effectively to the Common Core standards, and most importantly, to ensure that both students and teachers achieve and thrive in the school setting. Our work is leading to significant changes in the pre-service teacher education curriculum at one state university that graduates approximately 185 candidates each year. Data gathered from our work can provide guidance for change at other teacher education institutions.

Author

• Nancy L.ourié Markowitz, San José State University