Integrating SEL and Equity: A Comprehensive Framework for Enhancing Teacher Preparation and Professional Development

• In Event: Moving From Trendy to Transformative Social and Emotional Learning: A Conversation With Practitioners and Scholars

Abstract

This paper explores the integration of Social Emotional Learning (SEL) with social justice and equity in teacher preparation programs. It aims to present the 4S Framework, an innovative approach designed to enhance pre-service teachers’ self-awareness, social awareness, and resilience, particularly focusing on addressing and overcoming systemic inequities within educational contexts.

That is, this paper is grounded in transformative SEL as defined by CASEL, which emphasizes building strong, respectful relationships and critically examining factors contributing to inequities. It integrates theories such as Critical Race Theory (CRT) and social cognitive theory to examine how pre-service teachers' identities and social contexts impact their teaching practices. The 4S Framework combines insights from these theories with empirical findings from our shared research findings to address challenges faced by pre-service teachers in navigating diverse educational environments.

The findings from this paper derive from two key studies:
Author 1’s (2022) action research, which implemented scaffolds including critical theories, critical friends groups, and diverse field experiences to help white pre-service teachers reflect on their identities and biases.
Author 2’s (2023) qualitative action research, which assessed the impact of resilience-focused SEL instruction on pre-service teachers' emotional resilience and self-efficacy during their practicum experiences.

The methods included focus groups, interviews, surveys, field observations, and analysis of assignments. The chapter also details how the 4S Framework was developed to address gaps identified in these studies. The research data were derived from various sources, including:
Focus groups and discussion boards from Author 1’s study.
1:1 interviews, field notes, and assignment analysis from Author 2’s study.
Surveys and reflections from teacher candidates.
The 4S Framework’s scope and sequence for teacher preparation, encompassing activities and learning objectives designed for each year of the undergraduate program.

The findings from the studies suggested that integrating SEL with a focus on social justice and identity can significantly enhance pre-service teachers’ preparedness and effectiveness. Author 1’s research highlighted the benefits of critical self-reflection and anti-racist practice in developing more culturally responsive educators. Author 2’s study showed that explicit SEL instruction around resilience positively impacted teacher candidates’ self-efficacy and emotional well-being. The 4S Framework, developed from these findings, demonstrated an increase in perceived readiness, self-efficacy, and a desire to work in diverse educational settings among teacher candidates.

This work contributes to the field of teacher education by bridging the gap between SEL and social justice in teacher preparation. It provides a practical framework for integrating critical theories and SEL into teacher training, addressing both emotional resilience and social awareness. The 4S Framework offers a structured approach to prepare pre-service teachers to navigate and address inequities in the classroom, promoting a more inclusive and equitable educational environment. This integration of theory and practice holds potential for influencing future teacher preparation programs and enhancing the overall effectiveness of educators in diverse settings.

Authors

• Julie Calzini, Endicott College

• Kristin DiGiovanni, Endicott College