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- Title
The Impact of Intentional Social and Emotional Learning Instruction While Engaged in a Semester-Long Project Based Activity for Pre-Service Teachers.
- Authors
Eckardt, Patricia N.; Craig, Madeline
- Abstract
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, selfmana gement, a nd rela tio nsh ip skills emerged an d yielded important implications for classroom instruction for pre-service teachers.
- Subjects
SOCIOLOGY of emotions; MENTAL health of students; PROJECT method in teaching; STUDENT teachers; WELL-being
- Publication
Journal for Leadership & Instruction, 2023, Vol 22, Issue 1, p47
- ISSN
2475-6032
- Publication type
Article