Integrating a Model of Culturally Responsive Social Emotional Learning in Teacher Education: Lessons from an Urban Residency Program

Autor/in	Maza, Halley Allison
Titel	Integrating a Model of Culturally Responsive Social Emotional Learning in Teacher Education: Lessons from an Urban Residency Program
Quelle	(2023), (135 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, State University of New York at Buffalo
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-3971-3
Schlagwörter	Hochschulschrift; Dissertation; Teacher Education; Inservice Teacher Education; Teacher Interns; Culturally Relevant Education; Social Emotional Learning; Models; Urban Areas; Teacher Competencies; Program Implementation; Program Effectiveness; Well Being + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerausbildung; Lehrerbildung; Lehrerfortbildung; Analogiemodell; Urban area; Stadtregion; Lehrkunst; Well-being; Wellness; Wohlbefinden
Abstract	This qualitative case study explored the integration of Culturally Responsive Social Emotional Learning (CRSEL) competencies in an urban teacher residency program (TRP) with a focus on equity. The study utilized inductive, thematic analysis to identify emergent themes from surveys, interviews, observations, and program artifacts to understand residents' perceptions and experiences surrounding SEL. The findings suggest that the TRP's core values rooted in equity and its implementation context offer a promising model to systematically integrate CRSEL competencies into teacher education. The TRP features provide multi-leveled SEL modeling, a supportive multimodal learning environment to explore CRSEL assumptions, and extensive opportunities to practice CRSEL competencies. These features work together to support residents' individual well-being and their ability to approach teaching with a social, emotional, and cultural lens. The study highlights the need for supportive contextual conditions, aligned program features, and explicit embedding of CRSEL competencies to unveil the full potential of the residency model. As SEL programs become increasingly common in schools, this study offers insights into the importance of incorporating CRSEL competencies to address issues of oppression, power, and privilege embedded in the education system, and to equip students with transformational and relational skills for full participation in social and civic life. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01