Preparing Teachers for Social Emotional Learning–Driven Instruction and Practice

• In Event: Poster Session 12
  In Poster Session: Section 5 Division K Poster Session

Abstract

The purpose of this study was to examine how teacher education programs may or may not be instructing preservice teachers to learn about and teach for social emotional learning and development for students. I conducted a case study in which I interviewed program faculty and administrators, analyzed program documents such as syllabi and assignments, and interviewed and surveyed students regarding the ways in which social emotional learning (SEL) constructs were present in the coursework or fieldwork opportunities throughout one teacher education program.

Authors

• Ananya Matewos, Temple University

• Gale M. Sinatra, University of Southern California

• Marleen Carol Pugach, University of Wisconsin - Milwaukee