The Impact of Intentional Social and Emotional Learning Instruction While Engaged in a Semester-Long Project Based Activity for Pre-Service Teachers

Autor/inn/en	Eckardt, Patricia N.; Craig, Madeline
Titel	The Impact of Intentional Social and Emotional Learning Instruction While Engaged in a Semester-Long Project Based Activity for Pre-Service Teachers
Quelle	In: Journal for Leadership and Instruction, 22 (2023) 1, S.47-51 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2475-6032
Schlagwörter	Social Emotional Learning; Preservice Teachers; Active Learning; Student Projects; Cooperative Learning; Student Attitudes; In Person Learning; Self Management; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Aktives Lernen; Schulprojekt; Kooperatives Lernen; Schülerverhalten; Selbstmanagement; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	This hypothesis-generating research study detailed the impact that intentionally integrating social and emotional learning (SEL) into a semester-long group project had on the overall success of the project and practice of SEL competencies. Researchers noticed a shift in students' mental well-being after returning to campus for face-to-face instruction following the COVID-19 shutdown. Many students appeared to be anxious, overwhelmed, and concerned about interactions with others. For these reasons, using the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework, they intentionally implemented SEL into a project-based learning (PBL) activity. Data were collected in two required undergraduate teacher preparatory classes with two instructors and 32-student participants. Data included researcher field notes, five SEL awareness check-in surveys, and a final reflective paper. The PBL activity was revised for that semester to include an intentional use of SEL awareness and activities. Findings pertaining to reflective practice, self-management, and relationship skills emerged and yielded important implications for classroom instruction for pre-service teachers. (As Provided).
Anmerkungen	SCOPE Education Services. 100 Lawrence Avenue, Smithtown, NY 11787. Tel: 631-360-0834; Fax: 631-360-8489; e-mail: contact@scopeonline.us; Web site: http://scopeonline.us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01