An exploratory case study of supporting elementary pre-service teachers' social and emotional learning
Open Access
Author:
Mousa, Latifa
Graduate Program:
Curriculum and Instruction
Degree:
Master of Science
Document Type:
Master Thesis
Date of Defense:
July 06, 2020
Committee Members:
Fran Arbaugh, Thesis Advisor/Co-Advisor Rachel Marie Wolkenhauer, Committee Member Carla Zembal-Saul, Program Head/Chair
Keywords:
PDS SEL triads pre-service teachers university supervisors cooperating teachers
Abstract:
Social and Emotional Learning has gradually become a central theme in education all
over the world. There is growing literature that tackles the social and emotional learning of
learners across grade levels and beyond, in addition to the surrounding factors such as the role
families and after-school programs play, yet there is a predominant focus on the role schools and
universities play in the lives of learners. However, there is a dire need for examining the social
and emotional learning of teachers in general and of pre-service teachers in particular. Not just
the social and emotional learning competencies that enable them to transfer those skills to
learners, but rather pre-service teachers’ personal social and emotional learning, as you cannot
pour from an empty cup. To this end, this study aims to explore the perceptions of a student
teacher, a cooperating teacher, and a university supervisor with regard to social and emotional
learning, and how the relationships among the three participants mediate the development the
student teacher’s social and emotional learning. First, I establish what social and emotional
learning means and situate it in the literature. Then, I delineate the study design and analysis
process. After that, I present the data findings, and finally, I discuss the contributions of the study
to the field and prospects of future research.
