Unpacking Social-Emotional Learning in Teacher Education: A Systematic Review of Research and Practice

• In Event: AER Roundtable Session Friday 1:45 pm - Gold 3
  In Roundtable Session: Exploring Social Emotional Learning in Higher Education

Abstract

This systematic review examined social-emotional learning (SEL) research and practice specifically designed for educators. Following PRISMA guidelines, 45 peer-reviewed studies (2014-2024) were analyzed to understand how SEL is conceptualized, measured, and implemented in teacher education contexts. The review identified four core domains of teacher social-emotional competence: intrapersonal competence, interpersonal competence, stress and well-being management, and sociocultural and ethical awareness. Findings revealed that teacher SEL extends beyond traditional student-focused models to address unique professional challenges, including workplace stress, pedagogical responsibilities, and career-stage-specific needs. The CASEL framework dominated theoretical foundations, though significant gaps exist in comprehensive approaches addressing both pre-service and in-service teachers. Results highlight the need for differentiated SEL interventions that recognize the distinct developmental needs across teaching career stages.

Authors

• Yanbei Chen, Syracuse University

• Jing Lei, Syracuse University

• Shiqin Wu, Shanghai Pudong Institute of Education Development, China