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Quality education through teacher-student relationships: implementing social-emotional learning in teacher development

Noam Lapidot-Lefler (Department of Education, Oranim Academic College of Education, Kiryat Tiv'on, Israel and Department of Counseling and Human Development, Faculty of Education, The University of Haifa, Haifa, Israel)
Roni Israeli (Department of Education, Oranim Academic College of Education, Kiryat Tiv'on, Israel)

Quality Assurance in Education

ISSN: 0968-4883

Article publication date: 4 June 2024

Issue publication date: 27 June 2024

172

Abstract

Purpose

Recently, the pace of pedagogical change in the field of social-emotional learning (SEL) has increased worldwide; hence, there is a greater need to understand and promote social-emotional elements in education systems. The purpose of this study was to explore the implementation of SEL content and practices in the curricula of teacher-education courses while being mindful of the principles underlying teacher–student relationships.

Design/methodology/approach

Using a qualitative methodology, data were collected from 55 students enrolled in three courses taught at a college in Israel. The participants wrote reflections on their SEL experiences, which were analyzed using thematic analysis.

Findings

The students’ responses revealed various practices and themes that significantly affected their personal and professional development, among them, the relationships in the classroom, both among the preservice students themselves and between them and the teaching staff. The participants also noted that the SEL components of the course influenced the quality of learning and the development of a professional identity that is actively attuned to elements of SEL.

Research limitations/implications

By introducing SEL early in the preservice stage, preservice teachers learn to create safe and supportive environments for their future students, thus improving students’ academic achievements, behavior and well-being.

Originality/value

The study underscores the importance of embedding SEL in the teacher-education curricula and its influence on both preservice teachers’ learning experience and the formulation of their image as future teachers while highlighting the significant role of teacher–student relationships in promoting healthy personal and professional development.

Keywords

Acknowledgements

Declaration of interest statement: The authors report that there are no competing interests to declare.

The authors have no conflict of interest to report. The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Citation

Lapidot-Lefler, N. and Israeli, R. (2024), "Quality education through teacher-student relationships: implementing social-emotional learning in teacher development", Quality Assurance in Education, Vol. 32 No. 3, pp. 401-415. https://doi.org/10.1108/QAE-12-2023-0217

Publisher

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Emerald Publishing Limited

Copyright © 2024, Emerald Publishing Limited

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