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Social-Emotional Learning, Culturally Responsive Teaching, and Well-Being in Preservice Teacher Education
Sat, April 14, 10:35am to 12:05pm, New York Hilton Midtown, Floor: Second Floor, Murray Hill Room WestSession Type: Symposium
Abstract
Social-Emotional Learning (SEL) involves the process of acquiring the skills needed to recognize and manage emotions constructively, establish positive relationships, engage in perspective-taking, make responsible decisions, and handle challenging situations effectively (Durlak et al., 2015). Fostering the development of pre-service candidates’ SEL skills supports them to a) maintain health and resilience to prevent burnout, b) competently foster students’ SEL skill development, and b) engage in authentic culturally responsive teaching to reach and teach students from a range of cultural, racial, and socioeconomic backgrounds (Hammond, 2015; Gay, 2001). In this symposium, we present five papers that together explore culturally responsive SEL in teacher preparation landscape, with focus on emerging research, promising practices and programs.
Sub Unit
Chair
Papers
To Reach the Students, Teach the Teachers: A National Scan of Social and Emotional Learning in Teacher Preparation Programs in the United States - Kim A. Schonert-Reichl, The University of British Columbia; M. Jennifer Kitil, The University of British Columbia; Maria Lerose, The University of British Columbia; Lina Sweiss, The University of British Columbia; Michelle Sipl, The University of British Columbia; Zuhra Teja, University of California - Berkeley
Culturally Responsive Social-Emotional Learning in Teacher Preparation? A Survey of Massachusetts Teacher Educators - Deborah Ann Donahue-Keegan, Tufts University; James Cressey, Framingham State University
Integrating Social-Emotional Learning in Teacher Preparation: Third-Year Evaluation Outcomes of Graduate Observations - Nancy Lourié Markowitz, San José State University; Wendy Thowdis, Center for Reaching & Teaching the Whole Child & San Jose State University; Rebeca Diaz, WestEd
Teacher Well-Being - Roisin P. Corcoran, University of Nottingham; Joanne O'Flaherty, University of Limerick
Using Universal Design for Learning Principles to Introduce Preservice Teachers to Social-Emotional Learning - James Cressey, Framingham State University