Lessons learned teaching social and emotional learning in physical education teacher education
A self-study
Bibliographic Data
| ID | 21783737 |
|---|---|
| Authors | Cassandra Iannucci (0000-0003-0655-7128, Deakin University, corresponding author), Kevin Patton (0000-0001-6587-791X, California State University, Chico), Melissa Parker (0000-0003-0829-2741, University of Limerick) |
| Year | 2024 |
| Pages | 1-17 |
| Publication date | 2024-11-25 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Physical Education and Sport Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 1740-8989 • E-ISSN: 1742-5786 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/17408989.2024.2432323 |
| OpenAlex | W4404681429 |
| Language | EN |
| Citations received | 1 |
| References cited | 38 |
Background Social and emotional learning (SEL) has emerged as a political and educational priority worldwide. Numerous academic and non-academic benefits of effective (well-designed and well-implemented) SEL programmes within educational contexts exist. Not surprisingly, SEL has been acknowledged as one of the most prioritised educational agendas to support students’ holistic growth and success across different subjects in schools, health and physical education is no exception. Yet, while SEL continues to progress as a global education priority, there is limited literature on SEL in physical education, and even less which seeks to explore teaching SEL in a physical education teacher education (PETE) programme.Purpose Framed by Loughran’s conceptualisation of developing a pedagogy of teacher education, this study explored lessons learned from one teacher educator’s first experience teaching SEL in a health and physical education teacher education programme.Method A self-study of teacher education practices methodology supported one teacher educator to interrogate their experience, decisions, identity, and practices teaching SEL in a PETE programme. Data includes written reflections (n = 10 pages, single-spaced), transcribed critical friend discussions (n = 112 pages single-spaced), and teaching artefacts. Data analysis involved a collaborative reflexive thematic analysis approach to facilitate the inductive identification of themes and patterns.Findings Results are grouped into three categories: lessons learned about my practice as a teacher educator, lessons learned about my pre-service teachers, and lessons learned about teacher education. The three lessons include: (1) the importance of SEL being taught not caught, (2) students lack content knowledge, and (3) once is not enough. Results confirm teaching SEL requires a programmatic approach. Each lesson represents an ongoing process of making sense of self in practice.Conclusions The results of this research provide pedagogical considerations about teacher education programmes and those who teach in them. Teaching about teaching is a complex process. Teaching about teaching SEL may be an even more complex process as teacher educators rarely have developed these competencies themselves
Developmental psychology · Mathematics education · Pedagogy · Physical education · Social emotional learning · Teacher education · Early Childhood Education and Development · Physical Education and Pedagogy · Psychology · Youth Development and Social Support
Teaching Personal and Social Responsibility Through Physical Activity
Who I am in how I teach is the message
Testing Communities That Care
The Methodology of Self-Study and Its Theoretical Underpinnings
How Preschoolers' Social-Emotional Learning Predicts Their Early School Success: Developing Theory-Promoting, Competency-Based Assessments
Social-Emotional Competence
Transformative Social and Emotional Learning (SEL)
Effectiveness of school‐based universal social, emotional, and behavioral programs
Self-Study, Critical Friendship, and the Complexities of Teacher Education
Thematic Analysis
Thematic analysis.
Responding to Trauma in and through Physical Education
A worked example of Braun and Clarke’s approach to reflexive thematic analysis
Reconceptualizing Teaching Practice
Reflecting on reflexive thematic analysis
Malleability, plasticity, and individuality
Pedagogy
Successful Qualitative Research
Guidelines for Quality in Autobiographical Forms of Self-Study Research
The Impact of Enhancing Students' Social and Emotional Learning
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |