Social-Emotional Learning and Social Dimensions of Pre-Service Teachers

Abstract

In today's inclusive and diverse society, students' first exposure to diverse backgrounds, opinions, and skills occurs in the classroom. Social-emotional learning (SEL) aims to help individuals understand their ideas and feelings, become more self- aware, and build empathy for others to assist all students to be successful. It is the teacher's responsibility to raise concerns and affection for students and to attend to their needs and feelings. Pre-service teacher preparation is training and development that teachers get before they start their teaching career as role models for their students and to help them become part of a collaborative and supportive learning community. This research discusses the level of social-emotional learning and the social dimension of pre-service teachers and analyzes its relationships. In this study, descriptive correlational research was used. A research-made survey questionnaire was used as the research instrument. The following are significant findings of the study: Pre-service teachers' levels of social-emotional learning in terms of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making are highly competent. Pre-service teachers' levels of social dimensions in terms of belongingness at school, social learning experiences, and relationships with teachers, peers, and parents are highly competent. The research reflects that it is possible to integrate SEL in a classroom setting considering classrooms as the central location of learning where the students spend the majority of their time.