Social Emotional Learning in Arts Teacher Education Policy: A Content Analysis of Assurance Standards and Course Descriptions

Autor/inn/en	Hellman, Daniel S.; Milling, Stephanie
Titel	Social Emotional Learning in Arts Teacher Education Policy: A Content Analysis of Assurance Standards and Course Descriptions
Quelle	In: Arts Education Policy Review, 122 (2021) 3, S.171-181 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
DOI	10.1080/10632913.2020.1793251
Schlagwörter	Social Emotional Learning; Art Teachers; Art Education; Preservice Teacher Education; Educational Policy; State Standards; Accreditation (Institutions); Course Descriptions; Alignment (Education); Professional Identity; Self Concept; Self Management; Mental Health; Student Diversity; Social Justice; Elementary Secondary Education; Missouri; South Carolina + Suchen Sie Ihr Suchwort? Art teacher; Kunsterzieher; Kunsterzieherin; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Lehramtsstudiengang; Lehrerausbildung; Politics of education; Bildungspolitik; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Kursstrukturplan; Selbstkonzept; Selbstmanagement; Psychohygiene; Soziale Gerechtigkeit
Abstract	Social Emotional Learning (SEL) is a unifying framework for essential life skills, including self-awareness, self-management, social awareness, relationships, and responsible decision-making. In this article, we examine the intersection of SEL competencies with national accreditation policy, state standards, and course descriptions using curricular mapping and content analysis. Our findings revealed conceptual connections with differing degrees of alignment but no explicit mention of SEL. Arts accreditation standards had SEL intersections with foundations, development, communication and relationship building, curriculum and improvement. We recommend a closer synthesis between arts teacher education and SEL through greater attention to teacher identity, mental health awareness, self-awareness, self-management, diversity, and social justice in arts teacher education policy and recognize the possibilities for enhancing K-12 arts learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01