Noam Lapidot-Lefler and Roni Israeli
Recently, the pace of pedagogical change in the field of social-emotional learning (SEL) has increased worldwide; hence, there is a greater need to understand and promote…
Abstract
Purpose
Recently, the pace of pedagogical change in the field of social-emotional learning (SEL) has increased worldwide; hence, there is a greater need to understand and promote social-emotional elements in education systems. The purpose of this study was to explore the implementation of SEL content and practices in the curricula of teacher-education courses while being mindful of the principles underlying teacher–student relationships.
Design/methodology/approach
Using a qualitative methodology, data were collected from 55 students enrolled in three courses taught at a college in Israel. The participants wrote reflections on their SEL experiences, which were analyzed using thematic analysis.
Findings
The students’ responses revealed various practices and themes that significantly affected their personal and professional development, among them, the relationships in the classroom, both among the preservice students themselves and between them and the teaching staff. The participants also noted that the SEL components of the course influenced the quality of learning and the development of a professional identity that is actively attuned to elements of SEL.
Research limitations/implications
By introducing SEL early in the preservice stage, preservice teachers learn to create safe and supportive environments for their future students, thus improving students’ academic achievements, behavior and well-being.
Originality/value
The study underscores the importance of embedding SEL in the teacher-education curricula and its influence on both preservice teachers’ learning experience and the formulation of their image as future teachers while highlighting the significant role of teacher–student relationships in promoting healthy personal and professional development.
Details
Keywords
Victor J. Friedman, Israel Sykes, Noam Lapidot-Lefler and Noha Haj
Social space, the central construct in field theory, offers dialogic organization development a generative image similar to open systems for diagnostic OD. Social space imagery…
Abstract
Social space, the central construct in field theory, offers dialogic organization development a generative image similar to open systems for diagnostic OD. Social space imagery enables people to think, feel, and act in ways that exercise greater choice over the realities they construct and that construct them. This process is illustrated through a “transitional space” that enabled people with severe disabilities to overcome stigma and isolation. Social spatial imagery moves dialogic OD away from systems imagery and language, addresses ambivalence about self and mind, clarifies the meaning of reality, and reconnects it to its Lewinian roots.