Scholarlink

This chapter presents teachers’ perspectives and implementation of social and emotional learning (SEL) from the US, Aotearoa New Zealand (Aotearoa NZ), South Korea, and Indonesia. SEL has attracted researchers and educators from around the world (Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., et al. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development.). The growing interest in SEL has been driven by positive and promising findings (Cipriano, C., Strambler, M. J., Naples, L. H., Ha, C., Kirk, M., Wood, M., Sehgal, K., Zieher, A. K., Eveleigh, A., McCarthy, M., Funaro, M., Ponnock, A., Chow, J. C., & Durlak, J. (2023). The state of evidence for social and emotional learning: A contemporary meta- analysis of universal school-based SEL interventions. Child Development, cdev.13968. https://doi.org/10.1111/cdev.13968). Despite its success stories, challenges of implementing SEL in different countries have been reported (Dyson, B., Howley, D., & Shen, Y. (2022). “It’s not just about listening to the teacher”: Unpacking experiences of interactional strategies to develop social and emotional learning in Aotearoa New Zealand. The Elementary School Journal, 122, (2). https://doi.org/10.1086/716713; Dyson et al. Education. 13:625–638, 2022b; Dyson, B., Shen, Y., & Hemphill, M. (2022). School Educators’ Perspectives on Restorative Practices in Aotearoa, New Zealand Elementary Schools, The New Educator, 18,(1–2), 132–147, https://10.1080/1547688X.2022.2044099; Frydenberg, E., Martin, A. J., & Collie, R. J. (Eds.). (2017). Social and Emotional Learning in Australia and the Asia–Pacific. Springer Singapore. https://doi.org/10.1007/978–981-10). Challenges to implementing SEL are teachers’ beliefs, identities, pedagogical thinking, and traditional practices, which often create resistance to change (Talvio & Lonka 2021). In addition, many cross-cultural factors may hinder SEL implementation (Hecht, M. L., & Shin, Y. (2015). Culture and social and emotional competencies. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 50–64). The Guilford Press.). Therefore, it is important to understand school-based classroom teachers’ perspectives on implementing SEL and findings from the implementation of SEL in different countries, which should be reflected in teacher education. This chapter will touch on some scholarship as a representation of school-based scholarship from the US, Aotearoa NZ, South Korea, and Indonesia to inform and potentially contribute to global research on teacher education. Research on teacher education can learn from our findings from school-based scholarship from Aotearoa NZ, the US, South Korea, and Indonesia. The studies we cite represent an equitable and inclusive pedagogy that embraces students’ diversity and requires a more global, multi-cultural approach to education. We propose that Teacher Educators pay more attention to school-based research so that they can learn from teachers and students in their local, regional, and national schools.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Social and Emotional Learning: Research from Classroom Teachers and Implications for Teacher Education Scholarship

  • 章节

  • 发表日期：

    2026年

查看全文
  • Ben Dyson,
  • Sari Karmina,
  • Yongjin Lee

摘要

This chapter presents teachers’ perspectives and implementation of social and emotional learning (SEL) from the US, Aotearoa New Zealand (Aotearoa NZ), South Korea, and Indonesia. SEL has attracted researchers and educators from around the world (Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., et al. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development.). The growing interest in SEL has been driven by positive and promising findings (Cipriano, C., Strambler, M. J., Naples, L. H., Ha, C., Kirk, M., Wood, M., Sehgal, K., Zieher, A. K., Eveleigh, A., McCarthy, M., Funaro, M., Ponnock, A., Chow, J. C., & Durlak, J. (2023). The state of evidence for social and emotional learning: A contemporary meta- analysis of universal school-based SEL interventions. Child Development, cdev.13968. https://doi.org/10.1111/cdev.13968). Despite its success stories, challenges of implementing SEL in different countries have been reported (Dyson, B., Howley, D., & Shen, Y. (2022). “It’s not just about listening to the teacher”: Unpacking experiences of interactional strategies to develop social and emotional learning in Aotearoa New Zealand. The Elementary School Journal, 122, (2). https://doi.org/10.1086/716713; Dyson et al. Education. 13:625–638, 2022b; Dyson, B., Shen, Y., & Hemphill, M. (2022). School Educators’ Perspectives on Restorative Practices in Aotearoa, New Zealand Elementary Schools, The New Educator, 18,(1–2), 132–147, https://10.1080/1547688X.2022.2044099; Frydenberg, E., Martin, A. J., & Collie, R. J. (Eds.). (2017). Social and Emotional Learning in Australia and the Asia–Pacific. Springer Singapore. https://doi.org/10.1007/978–981-10). Challenges to implementing SEL are teachers’ beliefs, identities, pedagogical thinking, and traditional practices, which often create resistance to change (Talvio & Lonka 2021). In addition, many cross-cultural factors may hinder SEL implementation (Hecht, M. L., & Shin, Y. (2015). Culture and social and emotional competencies. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 50–64). The Guilford Press.). Therefore, it is important to understand school-based classroom teachers’ perspectives on implementing SEL and findings from the implementation of SEL in different countries, which should be reflected in teacher education. This chapter will touch on some scholarship as a representation of school-based scholarship from the US, Aotearoa NZ, South Korea, and Indonesia to inform and potentially contribute to global research on teacher education. Research on teacher education can learn from our findings from school-based scholarship from Aotearoa NZ, the US, South Korea, and Indonesia. The studies we cite represent an equitable and inclusive pedagogy that embraces students’ diversity and requires a more global, multi-cultural approach to education. We propose that Teacher Educators pay more attention to school-based research so that they can learn from teachers and students in their local, regional, and national schools.