Exploring Social Emotional Learning in Action Research: Teacher Residents’ Inquiries & Identities in Urban Contexts

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 3
  In Roundtable Session: Action Research as an Intellectual, Professional, Pedagogical, and Methodological Tool for Pre-Service Teacher Empowerment and Continuous Growth

Abstract

This qualitative study explores preservice teacher engagement in SEL-focused inquiries within a year-long residency program. Utilizing content analysis of action research projects and focus group data, phase one findings reveal three areas of focus: embedding SEL into academic content, integrating cultural identity, and cultivating classroom norms that support belonging. Findings suggest that action research deepens reflection, elevates relational and equity-oriented teaching, and illuminates how teacher identities shape inquiry processes. This study contributes to understanding how engaging in action research can support preservice teachers’ development of critical dispositions, and their abilities to integrate culturally responsive social emotional learning in their classrooms in context- oriented ways - reimagining how teachers are prepared to meet both the academic and emotional needs of students.

Authors

• Vi Trinh, University at Buffalo - SUNY

• Amanda Winkelsas, University at Buffalo - SUNY

• Halley A. Maza, University at Buffalo - SUNY