ERIC Number: EJ1310049
Record Type: Journal
Publication Date: 2021
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0887-8730
EISSN: N/A
Adding Social Emotional Awareness to Teacher Education Field Experiences
Teacher Educator, v56 n3 p287-304 2021
In spring 2019, senior methods teacher candidates at Southeastern Louisiana University designed and implemented social emotional learning (SEL) assignments in grades 1-8. This study investigated the usefulness of assignments and impact on classroom environment. Research shows integrating SEL into school curricula reduces disruptive behavior and dropout rates while increasing self-control and academic achievement. Twenty-seven teacher candidates completed a questionnaire containing Likert-style items and open-ended responses. Percentages and rating averages were calculated. The results revealed that teacher candidates strongly agreed (74%) that SEL assignments were relevant to their growth and development and useful in classroom situations. A cross-case thematic analysis was conducted on items addressing benefits, disadvantages of application, and teacher candidate self-reflections. One advantage was student self-reflection on emotions. A disadvantage was student honesty on formative assessments. Validated usefulness of these SEL assignments appears to justify their continuance in these methods courses and possibly in other teacher education programs.
Descriptors: Social Emotional Learning, Teacher Education, Field Experience Programs, Preservice Teachers, Assignments, Reflection, Self Concept
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Louisiana
Grant or Contract Numbers: N/A