From Preservice to Practice: Early-Career Teachers' Experiences With Social and Emotional Learning in Teacher Preparation

• In Event: AERA Roundtable Session Friday 3:20 pm Four Seasons Ballroom 4
  In Roundtable Session: Emotion, Well-Being, Efficacy, and Resilience: Social Emotional Learning in Teacher Education (Table 9)

Abstract

Despite the growing demand for schools to provide social and emotional learning (SEL) support to students, many teachers receive little training in SEL as they complete their teacher preparation programs. The Enhanced Critical Incident Technique (ECIT) is a qualitative methodology that has been widely used within the fields of organizational and industrial psychology to help identify factors that impact an individual’s performance on work-related activities. Utilizing the ECIT, the current study included interviewing 11 early-career teachers to (a) identify the factors within teacher preparation they feel have helped or hindered their ability to support the social and emotional development of students and (b) generate a wish-list of SEL promoting factors they wished they had received as they completed teacher preparation.

Authors

• Julie Sauve, National University and University of Portland

• Kimberly A. Schonert-Reichl, University of Illinois at Chicago

• Patricia A. Jennings, University of Virginia

• Anusha Kassan, University of British Columbia