Perceptions of In-Service Elementary Teachers Regarding Social-Emotional Learning in Preservice Preparation Programs.
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| Title: | Perceptions of In-Service Elementary Teachers Regarding Social-Emotional Learning in Preservice Preparation Programs. |
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| 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] |
| Copyright of Delta Kappa Gamma Bulletin is the property of Delta Kappa Gamma Society International and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 183385981 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Perceptions of In-Service Elementary Teachers Regarding Social-Emotional Learning in Preservice Preparation Programs. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hilbert%2C+Sam%22">Hilbert, Sam</searchLink><relatesTo>1</relatesTo><i> hsamant@umich.edu</i><br /><searchLink fieldCode="AR" term="%22Brendle%2C+Janna%22">Brendle, Janna</searchLink><relatesTo>2</relatesTo><i> janna.brendle@ttu.edu</i><br /><searchLink fieldCode="AR" term="%22Lock%2C+Robin+H%2E%22">Lock, Robin H.</searchLink><relatesTo>3</relatesTo><i> robin.lock@ttu.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Delta+Kappa+Gamma+Bulletin%22">Delta Kappa Gamma Bulletin</searchLink>. 2025, Vol. 91 Issue 3, p6-20. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+emotional+learning%22">Social emotional learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Fifth+grade+%28Education%29%22">Fifth grade (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Knowledge+base%22">Knowledge base</searchLink><br /><searchLink fieldCode="DE" term="%22Semi-structured+interviews%22">Semi-structured interviews</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Delta Kappa Gamma Bulletin is the property of Delta Kappa Gamma Society International and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 6 Subjects: – SubjectFull: Teacher development Type: general – SubjectFull: Social emotional learning Type: general – SubjectFull: Fifth grade (Education) Type: general – SubjectFull: Knowledge base Type: general – SubjectFull: Semi-structured interviews Type: general Titles: – TitleFull: Perceptions of In-Service Elementary Teachers Regarding Social-Emotional Learning in Preservice Preparation Programs. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hilbert, Sam – PersonEntity: Name: NameFull: Brendle, Janna – PersonEntity: Name: NameFull: Lock, Robin H. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00118044 Numbering: – Type: volume Value: 91 – Type: issue Value: 3 Titles: – TitleFull: Delta Kappa Gamma Bulletin Type: main |
| ResultId | 1 |
