Teacher educators’ reflections on supporting pre-service and early career educators’ social-emotional learning

Alison Hooper, Kristin Johnson
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Abstract

Social-emotional learning (SEL) is crucial for students’ success, and students can best develop SEL competencies when their teachers explicitly and implicitly teach and model these competencies. However, teachers typically receive relatively little training and support in building their own SEL competencies. This limited training, paired with the stress and emotional labor of teaching, can lead teachers’ own SEL and accompanying well-being to suffer. Here, we share our reflections on supporting pre-service and in-service teachers’ social-emotional learning (SEL). We are two teacher educators who strongly value building SEL competencies, especially among novice teachers, but sometimes struggle with how to do so. We share some of our efforts, initiatives, successes, and setbacks in hopes they may help advance the conversation about SEL in teacher education programs.
教师教育工作者对支持职前和职业早期教育者社会情感学习的思考
社会情绪学习(SEL)对学生的成功至关重要,当教师明确或隐含地教授和示范这些能力时,学生可以最好地发展SEL能力。然而,教师在培养自己的SEL能力方面通常得到的培训和支持相对较少。这种有限的培训,加上教学的压力和情绪劳动,可能会导致教师自己的SEL和随之而来的幸福感受到影响。在此,我们分享了我们对支持职前和在职教师社会情绪学习的思考。我们是两位非常重视培养SEL能力的教师教育家,尤其是在新手教师中,但有时会为如何做到这一点而挣扎。我们分享我们的一些努力、倡议、成功和挫折,希望它们能有助于推动教师教育项目中关于SEL的讨论。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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