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<p>In recent years there has been increased emphasis on social and emotional learning (SEL) in educational policy around the world. In Canada, British Columbia’s Core Competencies (CC) framework was introduced as part of large-scale educational change designed to keep pace with the evolving Needs of learners. Educators were tasked with making sense of the framework and, with limited guidance, implementing SEL across all grades and subject areas. Reporting on the first phase of a larger study of teachers’ experiences with the CC framework, this paper examines first-hand perspectives and experiences of 56 BC educators in an anonymous online qualitative questionnaire. Reflexive thematic analysis identified five themes related to teachers’ beliefs about the SEL-based reform and their capacity for implementation: (1) CCs as fostering “human skills,” (2) CCs as a “mindset,” (3) CCs and academic content: “a natural fit” or “a battle,” (4) CCs can be facilitated in “explicit,” “embedded,” and “inherent” ways, and 5) CC challenges and the need for “significant support.”&#xa0;The final theme included four subthemes related to perceived challenges and desired supports. Findings highlight the wide range in educators' beliefs about SEL and the complexity of capacity building for SEL-based reform. Discussion centers on the need to support educators with implementing SEL reform through opportunities for collaborative, contextualized meaning-making, and corresponding structural change. The study offers insight into some of the pedagogical perspectives, teaching practices, and potential barriers that have emerged for BC educators as leaders in the global SEL movement.</p>

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Interpreting the core competencies: An examination of teachers’ beliefs about SEL-based reform and their capacity to implement change

  • 期刊论文

  • 发表日期：

    2025年11月18日

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  • Meaghan Storey

摘要

In recent years there has been increased emphasis on social and emotional learning (SEL) in educational policy around the world. In Canada, British Columbia’s Core Competencies (CC) framework was introduced as part of large-scale educational change designed to keep pace with the evolving Needs of learners. Educators were tasked with making sense of the framework and, with limited guidance, implementing SEL across all grades and subject areas. Reporting on the first phase of a larger study of teachers’ experiences with the CC framework, this paper examines first-hand perspectives and experiences of 56 BC educators in an anonymous online qualitative questionnaire. Reflexive thematic analysis identified five themes related to teachers’ beliefs about the SEL-based reform and their capacity for implementation: (1) CCs as fostering “human skills,” (2) CCs as a “mindset,” (3) CCs and academic content: “a natural fit” or “a battle,” (4) CCs can be facilitated in “explicit,” “embedded,” and “inherent” ways, and 5) CC challenges and the need for “significant support.” The final theme included four subthemes related to perceived challenges and desired supports. Findings highlight the wide range in educators' beliefs about SEL and the complexity of capacity building for SEL-based reform. Discussion centers on the need to support educators with implementing SEL reform through opportunities for collaborative, contextualized meaning-making, and corresponding structural change. The study offers insight into some of the pedagogical perspectives, teaching practices, and potential barriers that have emerged for BC educators as leaders in the global SEL movement.