A Socialization-Informed Framework for Integrating Social and Emotional Learning in Physical Education Teacher Education

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Physical education has begun embracing the role of social and emotional learning (SEL), but less attention has been paid to the development of such skills among preservice teachers. A lack of social and emotional skills can have negative effects on preservice teachers’ ability to effectively teach SEL and to navigate the sociopolitical and sociocultural realities of schools. SEL encompasses a wide variety of tools and strategies to help students understand their emotions and develop interpersonal skills, resilience, and social skills. Using occupational socialization theory and Bloom’s taxonomy to scaffold learning experiences, we provide a practical framework for integrating SEL into physical education teacher education. If we equip preservice teachers to understand and manage their emotions, they will be better positioned to address the needs of students while addressing their own mental health. They may also see SEL as a more important component of physical education.