Social and emotional learning as part of professional development in initial teacher education

Abstract

Social and emotional learning (SEL) constitutes a powerful tool for professional teacher development. Recent research shows that in-service teachers are convinced that SEL is essential, they show a great readiness to implement SEL, and they profit from SEL trainings. To date, professional opportunities tend to be inadequate or insufficient in preparing teachers to incorporate SEL into their classrooms. Teachers need understanding and knowledge of social, emotional and cognitive processes, and research findings on SEL. There is a need to implement SEL approaches earlier and with regard to SEL principles in the teacher education programmes. This paper is based on a literature review and follows three main theses: A focus on SEL can foster professional teacher development. A focus on SEL can develop social and emotional competencies in student teacher and support the successful mastery of study. In the long run, the focus on SEL can qualify future teachers for the successful transfer of SEL principles, programmes and approaches in working with students in the classroom. The three theses raise the question: how can teacher educators, or more precisely universities, create supportive, caring and participative learning environments for future teachers? To answer this, strategies to integrate SEL into initial teacher education are presented.