Perceptions of In-Service Elementary Teachers Regarding Social-Emotional Learning in Preservice Preparation Programs.

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Bibliographic Details
Title:	Perceptions of In-Service Elementary Teachers Regarding Social-Emotional Learning in Preservice Preparation Programs.
Authors:	Hilbert, Sam¹ hsamant@umich.edu, Brendle, Janna² janna.brendle@ttu.edu, Lock, Robin H.³ robin.lock@ttu.edu
Source:	Delta Kappa Gamma Bulletin. 2025, Vol. 91 Issue 3, p6-20. 15p.
Subject Terms:	Teacher development, Social emotional learning, Fifth grade (Education), Knowledge base, Semi-structured interviews
Abstract:	This study investigated the perceptions of in-service teachers concerning the importance of social-emotional learning (SEL) inclusion in their PreK to Grade 5 classrooms and the best practices for preservice teacher SEL development. Using a collective case study research design, the authors collected data through a questionnaire including rating questions, openended explanations about the ratings, and virtual semi-structured interviews. Results of this study indicated strong support from the participants concerning the importance of SEL in the classroom. The participants provided numerous best-practice suggestions they believed should be incorporated into SEL preservice training programs. The three overarching themes included (a) SEL inclusion contributes to academic success, (b) opportunities to develop an SEL knowledge base must occur in preservice programs, and (c) quality SEL preparation requires hands-on experience in preservice field placements. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study investigated the perceptions of in-service teachers concerning the importance of social-emotional learning (SEL) inclusion in their PreK to Grade 5 classrooms and the best practices for preservice teacher SEL development. Using a collective case study research design, the authors collected data through a questionnaire including rating questions, openended explanations about the ratings, and virtual semi-structured interviews. Results of this study indicated strong support from the participants concerning the importance of SEL in the classroom. The participants provided numerous best-practice suggestions they believed should be incorporated into SEL preservice training programs. The three overarching themes included (a) SEL inclusion contributes to academic success, (b) opportunities to develop an SEL knowledge base must occur in preservice programs, and (c) quality SEL preparation requires hands-on experience in preservice field placements. [ABSTRACT FROM AUTHOR]
ISSN:	00118044