TY  - JOUR
T1  - Capturing pre-service language teachers’ social and emotional learning skills: Strengths, challenges, and needs
TT  - Dil öğretmeni adaylarının sosyal duygusal öğrenme becerilerinin saptanması: Güçlü yönler, zayıflıklar ve ihtiyaçlar
AU  - Canlı, Naile
AU  - Aygün, Şerife
AU  - Kitiş, Emine
AU  - Aslan, Yasemin
AU  - Yaylı, Demet
PY  - 2025
DA  - April
Y2  - 2024
DO  - 10.19128/turje.1485190
JF  - Turkish Journal of Education
JO  - TURJE
PB  - Mehmet TEKEREK
WT  - DergiPark
SN  - 2147-2858
SP  - 119
EP  - 142
VL  - 14
IS  - 2
LA  - en
AB  - This study aimed to investigate the social and emotional learning (SEL) skills of pre-service language teachers. A sequential explanatory research design was employed, involving 139 participants from two different language programs, English Language Teaching and Turkish Language Teaching, at a university in Turkey. The quantitative data obtained through the SEL scale revealed that participants exhibited strong skills in problem-solving and relationship-building but demonstrated a moderate level of self-awareness. Additionally, their stress management skills were found to be underdeveloped. Qualitative analysis further revealed that essential SEL competencies, such as emotion regulation and anger management, were limited, and participants frequently relied on avoidance strategies for stress management. This study highlights that SEL strategies should be incorporated into teacher education programs to better prepare teacher candidates for the complexities of teaching and learning environments while promoting their overall well-being. The study concludes with recommendations for the inclusion of SEL interventions in teacher training curricula to enhance pre-service teachers’ social and emotional competence in their professional lives.
KW  - Pre-service language teachers
KW  - SEL skills
KW  - Social emotional learning (SEL)
KW  - Teacher education
N2  - Bu çalışmanın amacı, hizmet öncesi dil öğretmen adaylarının sosyal ve duygusal öğrenme (SDÖ) becerilerini incelemektir. Türkiye'deki bir üniversitenin İngilizce Öğretmenliği ve Türkçe Öğretmenliği olmak üzere iki farklı dil programından 139 katılımcının yer aldığı çalışmada sıralı açıklayıcı bir araştırma deseni kullanılmıştır. SDÖ ölçeği ile elde edilen nicel veriler, katılımcıların problem çözme ve ilişki kurma alanlarında güçlü becerilere sahip olduklarını, ancak öz farkındalık konusunda orta düzeyde bir yeterlilik sergilediklerini ortaya koymuştur. Bununla birlikte, stres becerilerinin yeterince gelişmemiş olduğu görülmüştür. Diğer yandan nitel analiz sonuçları duygu düzenleme ve öfke yönetimi gibi temel SDÖ becerilerinin sınırlı olduğunu ve katılımcıların stres yönetimi için sıklıkla kaçınma stratejilerine başvurduğunu ortaya koymuştur. Bu çalışma, öğretmen adaylarının karmaşık öğrenme ve öğretme ortamlarında başarılı olmaları ve kendi iyi oluşlarını artırmaları için öğretmen eğitimi programlarına SDÖ stratejilerinin dâhil edilmesi gerektiğini vurgulamaktadır. Ayrıca, öğretmen yetiştirme programlarına yönelik önerilerde bulunulmuş ve öğretmenlerin mesleki yaşamlarında sosyal ve duygusal yeterlilik için gerekli becerileri kazandırmak amacıyla SDÖ müdahalelerinin öğretmen eğitimi müfredatına dahil edilmesine yönelik önerilerle sonuçlanmaktadır.
CR  - Adams, S. R., & Richie, C. (2017). Social emotional learning and English language learners: A review of the literature.  INTESOL Journal, 17(1), 77-93.
CR  - Aidman, B., & Price, P. (2018). Social and emotional learning at the middle level: One school’s journey. Middle School Journal, 49(3), 26–35. https://doi.org/10.1080/00940771.2018.1439665
CR  - Ağırkan, M., & Ergene, T. (2021). What do we know about social and emotional learning? A review and bibliometric analysis of international and national studies. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 23(1), 280-297. https://doi.org/10.17556/erziefd.822759
CR  - Ağırkan, M., & Ergene, T. (2022). What does the social and emotional learning interventions (SEL) tell us? A meta-analysis. Revista de Psicodidáctica, 27(2), 97-108. https://doi.org/10.1016/j.psicoe.2022.02.002
CR  - Assarroudi, A., Heshmati Nabavi, F., Armat, M. R., Ebadi, A., & Vaismoradi, M. (2018). Directed qualitative content analysis: The description and elaboration of its underpinning methods and data analysis process. Journal of Research in Nursing. 23(1), 42-55. https://doi.org/10.1177/1744987117741667
CR  - Bai, B., Shen, B., & Wang, J. (2021). Impacts of social and emotional learning (SEL) on English learning achievements in Hong Kong secondary schools. Language Teaching Research. https://doi.org/10.1177/13621688211021
CR  - Baroody, A. E., Rimm Kaufman, S. E., Larsen, R. A., & Curby, T. W. (2014). The link between responsive classroom training and student–teacher relationship quality in the fifth grade: A study of fidelity of implementation. School Psychology Review, 43(1), 69-85. https://doi.org/10.1080/02796015.2014.12087455
CR  - Blewitt, C., O’Connor, A., Morris, H., Mousa, A., Bergmeier, H., Nolan, A., Jackson, K., Barrett, H., & Skouteris, H. (2020). Do curriculum-based social and emotional learning programs in early childhood education and care strengthen teacher outcomes? A systematic literature review. International Journal of Environmental Research and Public Health, 17(3), 1049. https://doi.org/10.3390/ijerph17031049
CR  - Brown, J., & White, C. J. (2010). Affect in a self-regulatory framework for language learning. System, 38(3), 432–443. https://doi.org/10.1016/j.system.2010.03.016
CR  - Collaborative for Academic, Social, and Emotional Learning. (2013). 2013 CASEL guide: Effective social and emotional learning programs. (ED581699). ERIC. https://eric.ed.gov/?id=ED581699
CR  - CASEL (2015). Guide: Effective Social and Emotional Learning Programs-Middle and Highschool Edition. CASEL: Chicago, IL, USA.
CR  - Castillo, R., Fernández-Berrocal, P., & Brackett, M. A. (2013). Enhancing teacher effectiveness in Spain: A pilot study of the RULER approach to social and emotional learning. Journal of Education and Training Studies, 1(2), 263-272. https://doi.org/10.11114/jets.v1i2.203
CR  - Cochran, L. M., & Peters, M. P. (2023). Mindful preparation: An exploration of the effects of mindfulness and SEL training on pre-service teacher efficacy and empathy. Teaching and Teacher Education, 123. https://doi.org/10.1016/j.tate.2022.103986
CR  - Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage Publications.
CR  - Çelik, S., & Erbay-Çetinkaya, Ş. (2022). Social emotional learning competencies of Turkish learners of English: A psychometric evaluation. Educational Academic Research, (45), 71-82. https://doi.org/10.54614/AUJKKEF.2022.992998
CR  - Çenberci, S., & Tufan, E. (2023). Effect of music education based on Edwin E. Gordon’s Theory on children’s developmental music aptitude and social emotional learning skills. International Journal of Music Education. https://doi.org/10.1177/02557614231196973
CR  - Chen, J. (2019). Highly efficacious, positive teachers achieve more: Examining the relationship between teacher efficacy, emotions, and their practicum performance. The Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-018-0427-9
CR  - Daldal, D., & Tuyan, S. (2024). Turkish EFL teachers’ knowledge, perceptions and practices regarding social and emotional learning. International Journal of Educational Research Review, 9(2), 108-118. https://doi.org/10.24331/ijere.1332202
CR  - Dörnyei, Z., & Murphey, T. (2003). Group dynamics in the language classroom. CUP. https://doi.org/10.1017/CBO9780511667138
CR  - Dörnyei, Z. (2005) The psychology of the language learner: Individual differences in second language acquisition. Routledge. https://doi.org/10.4324/9781410613349
CR  - Dörnyei, Z. (2007). Research methods in applied linguistics. OUP.
CR  - Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
CR  - Dusenbury, L., Yoder, N., Dermody, C., & Weissberg, R. (2020). An Examination of K-12 SEL Learning Competencies/Standards in 18 States. Frameworks Briefs. In K. Bosworth (Ed.), Collaborative for Academic, Social, and Emotional Learning. (pp. 287–306). Springer.
CR  - Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., Kessler, R., Schwab Stone, M. E., & Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. Association for Supervision and Curriculum Development.
CR  - Esen Aygün, H. & Şahin Taşkın, C. (2016). The importance of social-emotional learning through the lens of pre-service teachers. Mersin University Journal of the Faculty of Education, 12(1). http://dx.doi.org/10.17860/efd.99868
CR  - Esen Aygün, H., & Şahin Taşkın, C. (2017). Teachers’ views of social-emotional skills and their perspectives on social-emotional learning programs. Journal of Education and Practice, 8(7), 205–215. https://doi.org/10.7176/JEP
CR  - Finch, A. (2004). Complexity and systems theory: Implications for the EFL teacher/researcher. Journal of Asia TEFL, 1(2), 27-46.
CR  - Gimbert, B. G., Miller, D., Herman, E., Breedlove, M., & Molina, C. E. (2023). Social emotional learning in schools: The importance of educator competence. Journal of Research on Leadership Education, 18(1), 3-39. https://doi.org/10.1177/19427751211014920
CR  - Gkonou, C., Dewaele, J., & King, J. (2020). The emotional rollercoaster of language teaching. Multilingual Matters. https://doi.org/10.21832/9781788928342
CR  - Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ?. Bantam Books.
CR  - Henter, R. (2014). Affective factors in learning a foreign language. Procedia-Social and Behavioral Sciences, 127, 373-378. https://doi.org/10.1016/j.sbspro.2014.03.274
CR  - Higher Education Council (2018). https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Ingilizce_Ogretmenligi_Lisans_Programi.pdf
CR  - Hiver, P., & Dörnyei, Z. (2017). Language teacher immunity: A double-edged sword. Applied Linguistics, 38(3), 405-423. https://doi.org/10.1093/applin/amv034
CR  - Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-88. https://doi.org/10.1177/1049732305276687
CR  - Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. https://doi.org/10.3102/0034654308325693
CR  - Jones, S. M., Bailey, R., & Jacob, R. (2014). Social-emotional learning is essential to classroom management. Phi Delta Kappan, 96(2), 19–24. https://doi.org/10.1177/0031721714553405
CR  - Kabakçı, Ö. F., & Korkut Owen, F. (2010). A study of development of social emotional learning skills scale. Education and Science, 35(157), 152-166.
CR  - Kim, D. S., & Hong, C. E. (2019). Social and emotional learning in a classroom: Language arts and literacy teachers' perceptions and practices in South Korea and the United States (EJ1236218) ERIC https://eric.ed.gov/?id=EJ1236218
CR  - King, R.B., & Chen, J. (2019). Emotions in education: Asian insights on the role of emotions in learning and teaching. The Asia-Pacific Education Researcher, 28, 279–281. https://doi.org/10.1007/s40299-019-00469-x
CR  - Kocakülah, M. S., & Kırtak Ad, V. N. (2015). Determining the applicability of social emotional learning skills scale for university students. Journal of Research in Education and Teaching, 4(2), 241-247.
CR  - Koller, J. R., Osterlind, S. J., Paris, K., & Weston, K. J. (2004). Differences between novice and expert teachers' undergraduate preparation and ratings of importance in the area of children's mental health. International Journal of Mental Health Promotion, 6(2), 40-45. https://doi.org/10.1080/14623730.2004.9721930
CR  - Kounenou, K., Kourmousi, N., Ferrari, L., Suzuki, H., Kanzaki, M., Andrei, A., Scoda, A. D., Marsay, G., Bacanli, F., Özdemir, N.K., Park, C.M., & Solberg, V. S. H. (2021). The role of empathy in improving SEL skills among educators and students in era of COVID-19. In L. Ebershön & I. Gogolin (Eds.), WERA’s Global Perspectives on Education Research (pp. 114-139.) Routledge. https://doi.org/10.4324/9781003147145-8
CR  - Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of educational objectives, handbook II: Affective domain (The Classification of Educational Goals). David McKay Company, Inc.
CR  - Lapidot Lefler, N. & Israeli, R. (2024). Quality education through teacher-student relationships: implementing social-emotional learning in teacher development. Quality Assurance in Education, Advance online publication. https://doi.org/10.1108/QAE-12-2023-0217
CR  - McCall, C. S., Romero, M. E., Yang, W., & Weigand, T. (2022). A call for equity-focused social-emotional learning. School Psychology Review, 1-22. https://doi.org/10.1080/2372966X.2022.2093125
CR  - Megawati, F., Iswahyuni, I., & Mukminatien, N. (2023). Social and emotional learning (SEL): How does it develop and contribute to pre-service English teachers’ identity? Pegem Journal of Education and Instruction, 13(1), 75-83. https://doi.org/10.47750/pegegog.13.01.09
CR  - Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage Publications.
CR  - Oliveira, S., Roberto, M. S., Veiga Simão, A. M., & Marques Pinto, A. (2021). A meta-analysis of the impact of social and emotional learning interventions on teachers’ burnout symptoms. Educational Psychology Review, 33(4), 1779-1808. https://doi.org/10.1007/s10648-021-09612-x
CR  - Richards, J. C. (2022). Exploring emotions in language teaching. RELC Journal, 53(1), 225-239. https://doi.org/10.1177/0033688220927531
CR  - Rogers, C. R. (1979). The foundations of the person-centered approach. Education, 100(2), 98-107.
CR  - Şimşek, I., & Mutlu, G. (2021). Associations between teachers' interpersonal behavior and students' socio-emotional learning skills in social sciences classrooms in Turkey. International Journal of Contemporary Educational Research, 8(3), 119-132. https://doi.org/10.33200/ijcer.942396
CR  - Schonert-Reichl, K. A., Hanson-Peterson, J. L., & Hymel, S. (2015). SEL and preservice teacher education. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 406–421). The Guilford Press.
CR  - Schonert Reichl, K. A., Kitil, M. J., & Hanson Peterson, J. (2017). To reach the students, teach the teachers: A national scan of teacher preparation and social and emotional learning. A Report Prepared for the Collaborative for Academic, Social, and Emotional Learning (CASEL). University of British Columbia.
CR  - Soto, C. J., Napolitano, C. M., & Roberts, B. W. (2021). Taking skills seriously: Toward an integrative model and agenda for social, emotional, and behavioral skills. Current Directions in Psychological Science, 30(1), 26-33. https://doi.org/10.1177/0963721420978613
CR  - Stipp, B. (2019). A big part of education also: A mixed-methods evaluation of a social and emotional learning (SEL) course for pre-service teachers. Emotional and Behavioral Difficulties, 24(2), 204-218. https://doi.org/10.1080/13632752.2019.1597569
CR  - Sugishita, J., & Dresser R. (2019). Social-Emotional Learning (SEL) in a field course: Preservice teachers practice SEL-supportive instructional strategies. Journal of Inquiry & Action in Education, 10(1), 36-67.
CR  - Telef, B. B., & Furlong, M. J. (2017). Adaptation and validation of the social and emotional health survey–secondary into Turkish culture. International Journal of School and Educational Psychology, 5(4), 255–265. http://dx.doi.org/10.1080/21683603.2016.1234988
CR  - Ten Bokkel, I. M., Roorda, D. L., Maes, M., Verschueren, K., & Colpin, H. (2023). The role of affective teacher–student relationships in bullying and peer victimization: A multilevel meta-analysis. School Psychology Review, 52(2), 110-129. https://doi.org/10.1080/2372966X.2022.2029218
CR  - The Collaborative for Academic, Social, and Emotional Learning (CASEL). (2020). CASEL’s SEL framework: What are the core competence areas and where are they promoted?
CR  - Yang, C., & Golshirazi, M. (2023). Association between school victimization and substance use among Hispanic/Latinx adolescents: An intersectionality analysis of social–emotional learning (SEL) competencies, immigration status, and gender in predominantly Hispanic/Latinx high schools, School Psychology Review, 1-13. https://doi.org/10.1080/2372966X.2022.2158368
CR  - Zins, J. E., & Elias, M. J. (2007). Social and emotional learning: Promoting the development of all students. Journal of Educational and Psychological Consultation, 17(2-3), 233-255. https://doi.org/10.1080/10474410701413152
CR  - Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (2004). Building academic success on social and emotional learning. Teachers College Press.
UR  - https://doi.org/10.19128/turje.1485190
L1  - https://dergipark.org.tr/en/download/article-file/3935294
ER  -