Work

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

Year: 2025

Type: article

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.

Source: Social and Emotional Learning Research Practice and Policy

DOI: 10.1016/j.sel.2025.100100

Authors: Alison Hooper, Kristin Johnson

Institution: University of Alabama

Language: English

Topic: Early Childhood Education and Development

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $1,700