Promoting Equity-Based Social and Emotional Learning in Physical Education Teacher Education: International Teacher Educators' Perspectives

• In Event: Social and Emotional Learning in Physical Education

Abstract

The purpose of this paper is to investigate teacher educators’ perspectives of promoting equity-based Social and Emotional Learning (SEL) in Physical Education Teacher Education (PETE) from an international perspective. Using an international comparative case study design (Penn, 2019), in-depth interviews were conducted on a video-conferencing system with 18 teacher educators from 10 different countries. Four themes were drawn from the data: Culturally responsive pedagogy, promoting diversity from recruitment to training, critical introspection, and having intentional and difficult conversations. The findings indicate that PETE programs are moving towards SEL to promote equitable learning experiences. Future research should examine how PE teachers incorporate equity elements into their SEL pedagogies in school and what additional support is required in the process.

Authors

• Seunghyun Baek, SUNY - College at Cortland

• Ben Dyson, University of North Carolina - Greensboro

• Donal Howley, Towson University

• Yanhua Shen, University of Virginia's College at Wise