Data previously available from Research Connections are now available from the Child & Family Data Archive. Child care and early education research, publications and other resources remain on Research Connections.

For the best experience, please use Chrome, Firefox, Safari, or Edge.

Infusing social emotional learning into the teacher education curriculum

Resource Type: Reports & Papers
Author(s): Waajid, Badiyyah; Garner, Pamela W.; Owen, Julie E.;
Date Issued: November, 2013
Description: Research supports the importance of policies and interventions to infuse social emotional curricula in schools. The role of teachers in supporting young children's social and emotional readiness for classroom learning has been recognized, but instruction in children's well-being and social emotional competence is a low priority in teacher preparation programs. In this study we, used qualitative methods to examine whether we could successfully infuse an undergraduate curriculum and instructional course with social emotional learning content. The article reports on this effort, and considered the following questions: How can courses infused with SEL content impact prospective teachers' views on the overall role of emotions in the classroom? What is the influence of the course on preservice teachers' conceptions of SEL and its association with children's classroom learning and behavior? How can teacher preparation programs encourage prospective teachers to consider children's social emotional skills once they enter the classroom as teachers? At course end, the 15 enrolled students responded to predetermined questions as part of a self-reflection assignment. Using grounded theory methods, three themes were identified from participants' reflections, including the connection between SEL and academic learning, shifting from teacher- to student-centered pedagogy, and the desire for continued learning related to SEL. An in-depth examination of these themes revealed that SEL concepts can be successfully infused in an undergraduate course on curriculum and instruction. Implications for teacher training are discussed and future avenues for research are presented. (author abstract)
show entire record ↓
Funder(s): George Mason University. Center for Consciousness and Transformation
Journal Title: International Journal of Emotional Education
Volume Number: 5
Issue Number: 2
Page Range: 31-48
Topics: Children & Child Development > Child Development & School Readiness > Behavior/Social & Emotional Development/Socialization

Child Care & Early Education Provider Workforce > Education, Certification, & Credentialing
Country: United States
ISSN: 2073-7629 Online
Peer Reviewed: yes
hide record ↑




Our Search Engine Recommends...

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Examining shifts in preservice teachers' beliefs and attitudes toward writing instruction Reports & Papers
A mixed-method examination of preschool teacher beliefs about social-emotional learning and relations to observed emotional support Reports & Papers
Five essential components for social justice education Other
A review of the literature on social and emotional learning for students ages 3-8: Teacher and classroom strategies that contribute to social and emotional learning (part 3 of 4) Literature Review
She's supporting them; who's supporting her?: Preschool center-level social-emotional supports and teacher well-being Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.