Adding Social Emotional Awareness to Teacher Education Field Experiences

Abstract

Abstract 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.