Social Emotional Learning in Teacher Education
Biographical Narrative as a Method for Professional Development
Bibliographic Data
| ID | 22044976 |
|---|---|
| Authors | Maayan Shalev (Oranim Academic College of Education, corresponding author), Stella Gidalevich (0000-0002-8874-3487, Oranim Academic College of Education) |
| Year | 2024 |
| Volume | 14 |
| Issue | 8 |
| Pages | 821 |
| Publication date | 2024-07-27 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14080821 |
| OpenAlex | W4401115996 |
| Language | EN |
| Citations received | 5 |
| References cited | 24 |
Social emotional learning (SEL) of teachers is crucial both to teachers and their students. Thus, teachers’ professional development should focus on cognitive, emotional, and social skills in order to promote teachers’ identity formation. Teacher professional development is a life-long process that begins in teachers’ education. The Biographical Narrative, the story about our lives, was chosen as a method with the potential to promote SEL. Eighteen preservice teachers participated in a workshop focusing on emotional and social skills as part of professional development and shared their Biographical Narrative with the group. Data from the reflections of 12 participants were collected and analyzed qualitatively. The purpose of the study was to understand preservice teachers’ perceptions about their professional development, and the contribution of the Biographical Narrative to the social emotional learning of the tellers, the listeners, and the group. The findings revealed that the participants related to cognitive, emotional, and social aspects of development. The developmental process occurs throughout all stages of the method—planning, performance, and reflection. In addition, the Biographical Narrative influenced not only the tellers, but also the listeners and the group. Implications are discussed regarding teachers’ professional development as preservice teachers and as teachers in their work in schools
Focus group · Mathematics education · Narrative · Narrative inquiry · Pedagogy · Perception · Professional development · Sociology · Teacher education · Digital Storytelling and Education · Educator Training and Historical Pedagogy · Psychology · Teacher Education and Leadership Studies
“It Required Lots of Energy from Me and I Didn’t Feel I Received Much in Return”
Linking inclusion and self‐efficacy
“It felt like I became a part of her”
‘A moment of change that still matters’
Potential contribution of digital gamification to social-emotional learning interventions for primary school students
Understanding teacher identity in teachers' professional lives
Understanding Teacher Identity as an International Teacher
Emotions in social interactions in pre-service teachers’ team practica
The use of biographical narratives in exemplarist moral education
Cultural competence and social desirability among practitioners
Relations between student teachers' basic needs fulfillment and their teaching behavior
Pre-service teachers’ relationship skills and beliefs about social-emotional learning
Creating and facilitating a teacher education curriculum using preservice teachers’ autobiographical stories
The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme
Everything Is Perfect, and We Have No Problems
Teacher Mentoring in Service of Preservice Teachers' Learning to Teach
I experienced freedom within the frame of my own narrative
| Citations per year | 5 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |