The Development of an SEL Instrument to Promote Self-Assessment and Reflection in Preservice Teachers

• In Event: AERA Roundtable Session Wednesday 10:50 am Four Seasons Ballroom 4
  In Roundtable Session: Enhancing Teacher Confidence: The Role of Clinical Simulations and Comprehensive Assessment Training in Teacher Education (Table 8)

Abstract

The mixed methods exploratory study aimed to design and validate (Author's) Preservice Educators Social, Emotional Competencies Inventory (Author's PSESEC-I) within two United States preservice teacher education programs. A 25-item Likert-scaled self-assessment questionnaire was developed to measure seven SEL teaching competencies within preservice educators' instructional practice. The study utilized Gehlbach & Brinkworths's (2011) six-step instrument design process, a pilot study, and the CRTWC (2022) Social, Emotional, and Cultural Anchor Competencies Framework. Content validity for the instrument was established at 0.912, which indicated high validity. Pilot study (n=9) results were analyzed using measures of central tendency (mode) which reported preservice teacher participants used social-emotional learning and competency at self-reported high levels in their instructional practice during student teaching.

Author

• Rachel Satter, Oregon State University