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

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-be...

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Bibliographic Details
Published inJournal for leadership and instruction Vol. 22; no. 1; pp. 47 - 51
Main Authors Eckardt, Patricia N, Craig, Madeline
Format Journal Article
LanguageEnglish
Published SCOPE Education Services 2023
Subjects
Active Learning
Cooperative Learning
In Person Learning
Interpersonal Relationship
Preservice Teachers
Self Management
Social Emotional Learning
Student Attitudes
Student Projects
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Summary: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.
ISSN:2475-6032