Looking Back: How Self-Assessment and Reflection Shape Preservice Teachers' Social-Emotional Competency Development

• In Event: AERA Roundtable Session Friday 1:45 pm - Gold 1
  In Roundtable Session: Reflection as Transformation: Preservice Teacher Learning Through Clinical Practice, Simulations, and Technology

Abstract

This qualitative case study examines how continuous self-assessment and reflection support preservice teacher candidates’ development of social-emotional learning (SEL) and social-emotional competence (SEC). Grounded in Lewin’s action research, Schön’s reflective practice, and the Center for Reaching and Teaching the Whole Child’s Social, Emotional, and Cultural Anchor Competencies Framework, six pre-service teacher candidates participated in semi-structured interviews. Findings suggest participants began with limited SEL understanding but developed insight through structured reflection. Misconceptions remained, particularly viewing SEL as a program rather than embedded practice. Participants emphasized the importance of reflection tools and authentic field experiences. These insights offer implications for educator preparation programs working to align with SEL standards and prepare teachers to support students' academic and emotional development.

Author

• Rachel Satter, Oregon State University