Social Emotional Learning in arts teacher education policy: a content analysis of assurance standards and course descriptions

Abstract

Social Emotional Learning (SEL) is a unifying framework for essential life skills, including selfawareness, self-management, social awareness, relationships, and responsible decision-making. In this article, we examine the intersection of SEL competencies with national accreditation policy, state standards, and course descriptions using curricular mapping and content analysis. Our findings revealed conceptual connections with differing degrees of alignment but no explicit mention of SEL. Arts accreditation standards had SEL intersections with foundations, development, communication and relationship building, curriculum and improvement. We recommend a closer synthesis between arts teacher education and SEL through greater attention to teacher identity, mental health awareness, self-awareness, self-management, diversity, and social justice in arts teacher education policy and recognize the possibilities for enhancing K-12 arts learning.

Meeting the Social and Emotional Needs of P–12 Learners: A Descriptive Study of Music Teacher Education Programs

“…Although our findings indicate that about half of programs do not systematically integrate, it is encouraging that nearly two-fifths do. This echoes Hellman and Milling's (2021) call for a closer synthesis between music teacher education and social emotional learning. In these instances, PMTs most often participated in discussions, created curriculum maps or plans, and completed readings to ensure systematic integration.…”

“…It was interesting to note that many viewed SED as a part of teacher skills (Edgar, 2013(Edgar, , 2014McClung, 2000;Ritblatt et al, 2013;Saarni, 1999) and dispositions (Edgar, 2014(Edgar, , 2016 and that the terms "social" and "emotional" were often separated in respondents' terminology. Because social and emotional learning was the most frequent response, it raises the question as to whether respondents are using a specific framework for socioemotional learning (e.g., CASEL) or a broader conceptual understanding (Hellman & Milling, 2021). If a specific framework is being used, it raises the question as to whether programs are utilizing a model that embeds equity.…”

“…Therefore, it is encouraging that a number of responses included DEI components, which may signal a recognition of the influence of these factors on SED. It also speaks to the importance of social justice when considering social emotional learning in teacher education (Hellman & Milling, 2021). Conversely, those who were unsure regarding systematic integration mostly discussed future plans, such as revising course outlines and student learning outcomes.…”

“…More information is needed, however, on how social and emotional learning content is incorporated into coursework. Hellman and Milling (2021) explored intersections between CASEL's competencies and national accreditation, state standards, and course descriptions using curricular mapping and content analysis procedures. Researchers sought to reveal the practices identified in course descriptions that were focused on helping preservice teachers in the arts guide P-12 students' SED.…”

“…Researchers have noted the importance of addressing P–12 learners’ SED within teacher preparation (Cohen et al, 2009; Hellman & Milling, 2021; Schonert-Reichl et al, 2017; Waajid et al, 2013). Cohen et al (2009) conducted a historical analysis and review of literature related to school climate research, policy, practice, and teacher education.…”