Integrating a Model of Culturally Responsive Social Emotional Learning in Teacher Education: Lessons From an Urban Residency Program

• In Event: Sunday Roundtable Session 7:45 am
  In Roundtable Session: Social and Emotional Learning and Issues of Equity (Table 40)

Abstract

This qualitative case study explored the integration of Culturally Responsive Social Emotional Learning (CRSEL) competencies in an urban teacher residency program. Results offer insights into the importance of incorporating CRSEL to address issues of oppression, power, and privilege embedded in the education system, and to equip students with transformational skills for full participation in social and civic life. The findings suggest that the residency program's core values rooted in equity and its implementation context provide a promising model for systematically integrating CRSEL competencies into teacher education. The program's features, including multi-leveled SEL modeling, a supportive multimodal learning environment, and extensive opportunities for practice, work together to support residents' individual well-being and their ability to integrate CRSEL into teaching practices.

Author

• Halley A. Maza, University at Buffalo - SUNY