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ERIC Number: EJ1205159
Record Type: Journal
Publication Date: 2019
Pages: 32
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2159-1474
Social-Emotional Learning (SEL) in a Field Course: Preservice Teachers Practice SEL-Supportive Instructional Strategies
Sugishita, Judy; Dresser, Rocío
Journal of Inquiry and Action in Education, v10 n1 p36-67 2019
This action research study examined social-emotional learning (SEL) strategies taught during a year-long elementary teaching credential field course to examine (a) what SEL strategies look like in practice, and (b) what training effects might be seen among twelve preservice student teacher (PST) participants. Part of a two-course clinical practice study, this paper focused solely on the research done in the field course during the 2013-2014 academic year. Drawing from program-based and integrated SEL literature, the strategies studied supported (a) active engagement in learning, (b) equitable access to instruction, including diversity and differentiated strategies, and (c) learner-centered classroom discipline. Frequency analysis of lesson plan data suggested that PSTs implemented positive disciplinary SEL strategies most frequently, followed by active engagement, diversity scaffolds, and differentiated accommodations. Coding and analysis of the PSTs' year-end written self-assessments also shed light on ways in which SEL instruction might have had positive effects on participants' developing SEL skills and professional habits of mind.
Buffalo State College School of Education. 1300 Elmwood Avenue Bacon Hall 306, Buffalo, NY 14214. Tel: 716-878-4214; Fax: 716-878-5301; e-mail: schoolofeducation@buffalostate.edu; Web site: http://digitalcommons.buffalostate.edu/jiae
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A