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Article
Publication date: 4 June 2024

Noam Lapidot-Lefler and Roni Israeli

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…

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.

Details

Quality Assurance in Education, vol. 32 no. 3
Type: Research Article
ISSN: 0968-4883

Keywords

Book part
Publication date: 21 July 2016

Victor J. Friedman, Israel Sykes, Noam Lapidot-Lefler and Noha Haj

Social space, the central construct in field theory, offers dialogic organization development a generative image similar to open systems for diagnostic OD. Social space imagery…

Abstract

Social space, the central construct in field theory, offers dialogic organization development a generative image similar to open systems for diagnostic OD. Social space imagery enables people to think, feel, and act in ways that exercise greater choice over the realities they construct and that construct them. This process is illustrated through a “transitional space” that enabled people with severe disabilities to overcome stigma and isolation. Social spatial imagery moves dialogic OD away from systems imagery and language, addresses ambivalence about self and mind, clarifies the meaning of reality, and reconnects it to its Lewinian roots.

Details

Research in Organizational Change and Development
Type: Book
ISBN: 978-1-78635-360-3

Keywords

Content available
Book part
Publication date: 21 July 2016

Abstract

Details

Research in Organizational Change and Development
Type: Book
ISBN: 978-1-78635-360-3

Content available
Book part
Publication date: 21 July 2016

Abstract

Details

Research in Organizational Change and Development
Type: Book
ISBN: 978-1-78635-360-3

Content available
Book part
Publication date: 21 July 2016

Abstract

Details

Research in Organizational Change and Development
Type: Book
ISBN: 978-1-78635-360-3

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