Social and emotional learning (SEL): How does it develop and contribute to pre-service English teachers’ identity?
DOI:
https://doi.org/10.47750/pegegog.13.01.09Keywords:
social emotional learning, teacher education, emergency remote teaching, teacher identityAbstract
Teachers and students feel that social and emotional learning (SEL) contributes to good professional growth, fewer issues, and greater academic accomplishment. Comprehensive understanding of how pre-service English teachers develop teaching skill and social emotional learning in the same time that covers five principles in SEL–self-awareness, self-management, social-awareness, relationship skill, and responsible decision making—during school-based teaching practice is believed crucial to grow professional development. Highlighting the transition period experienced by pre-service English teachers. The purpose of this research was to see how pre-service English teachers in Indonesia applied social emotional learning to develop their teacher identities while giving instruction in English classes. A total of 15 pre-service teachers from five different teacher education programs took part in this qualitative study. A semi-structured interview was used, along with self-reflection reports on SEL concepts. The results of this investigation reveal that throughout their teaching experience in diverse school settings, pre-service English teachers grow and adapt their identities by engaging with various socializing elements and experiencing various emotions. The main themes for discussion are divided into contributions relating to pedagogy and contributions related to technology in addition to SEL connection wirh teacher belief change and reflective practice. The implications for teacher professional education and pre-service teacher education are also discussed, as well as the benefits and obstacles of supporting SEL in ELT.
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