Perspectives on the socioemotional learning component within the pre-service teacher education program

Pillai, Saesha (2021) Perspectives on the socioemotional learning component within the pre-service teacher education program. Students’ Journal of Education and Development (7). pp. 65-84.

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Abstract

The paper looks at a key issue in teacher education, that of developing teachers who are caring, humane, reflective practitioners with the ability to work with the socio-emotional aspects of children, ensuring that children develop holistically. This, when in the light of a competitive and achievement-oriented society; social and emotional struggles for children are looming constantly. The paper, primarily uses a qualitative and some quantitative aspects to highlight three types (Type 1, Type 2, and Type 3) of perspectives that participants hold, on the socio-emotional learning component in their pre-service teacher education program in a government Teacher Education Institute in Mysuru. The participants are mainly student teachers and model-school alumni teachers as well as teacher educators, whose perspectives are analysed to conclude that they majorly belong to the Type 2 perspective where they have an understanding of socio-emotional aspects of children and its importance, but largely in theory and not as much in implementation and it exists mainly for certain children, who visibly have socio-emotional issues, versus it being an integral part of learning to be considered for ‘all’ children.

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Articles in APF Magazines

Authors:

Pillai, Saesha

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