Social and Emotional Learning in Preservice Teacher Preparation: A Case Study

• In Event: Social and Emotional Learning in Teacher Education Programs

Abstract

There is limited research examining how teachers learn to implement high-quality SEL and develop their own social and emotional competencies. It has been argued that teacher candidates who are exposed to SEL during their initial training programs may be better equipped to teach SEL to students as well as have a greater resilience as they enter teaching (Katz et al., 2020; Schonert-Reichl, 2017).

Purpose
The purpose of this paper is to chronicle the inception of a specialty in SEL designed for undergraduate, preservice teachers that focuses on transformative SEL (Jagers et al., 2019). This study explores the impact of this programming through qualitative data from 11 students from the first cohort of SEL specialists. Qualitative data captures students’ reflections on their growth over three semesters.

Methods
A systematic case study was conducted (Dattilio et al., 2010). Consistent with thematic analysis (Braun & Clarke, 2006) and selective coding (Staruss & Corbin, 1990), three coders analyzed the qualitative data. Through an iterative process, a codebook was developed which included a priori codes derived empirically from SEL studies, CASEL’s SEL framework (CASEL, 2020). Through two coding cycles, prominent themes emerged.
Results
Overall, the analyses revealed themes in the broad category of growing awareness. The students started off with limited understanding of SEL; discussing struggles with controlling their emotions and managing those of others. Three basic themes emerged as changes in the pre-service teachers related to SEL after three semesters: they were able to cultivate their own self-awareness and self-management; they had a comprehensive understanding of SEL; and they valued the interconnectedness of SEL and equity.
Solid understanding of SEL. Pre-service teachers expressed confidence in their understanding of social and emotional development in relation to teaching and learning. One student explained that previously, she was not able to control her emotions or even understand how to navigate the emotions of others. She explained that the SEL coursework has grown her awareness of her emotions, those of others, and how to respond accordingly.
Interconnectedness of SEL and Equity. Pre-service teachers articulated the importance of implementing SEL through the culturally sustaining pedagogy lens. They focused on the importance of students and families feeling heard and understood, and awareness of the oppressive systems built in the communities and schools that may exacerbate inequity especially with disadvantaged students. They discussed various ways they could nurture a sense of belonging in their classrooms. One student mentioned, “To me the equity piece is a reminder that there are infinite life stories, cultural influences, and past experiences my students will be bringing with them, most completely inarticulable for a four-year-old”.

This study adds to a growing body of research on SEL in teacher education seeking to understand best-practices for preparing educators to teach SEL. Understanding the process through which pre-service teachers learn about SEL for students and themselves is imperative for the promotion of mental and emotional well-being of teachers and students.

Author

• Deirdre A Hon, University of Portland
  Presenting Author