At Lakewood Elementary School, up-and-coming teachers many of whom are SJSU graduates gain experience through an in-service teacher development program that helps them to integrate SEL in their daily work with students. It is the first in a series intended to inform policymakers, practitioners, and teacher educators about the components of strong, SEL-focused teacher preparation and development programs.
About the Learning Policy Institute The Learning Policy Institute conducts and communicates independent, high-quality research to improve education policy and practice. Working with policymakers, researchers, educators, community groups, and others, the Institute seeks to advance evidence-based policies that support empowering and equitable learning for each and every child. Nonprofit and nonpartisan, the Institute connects policymakers and stakeholders at the local, state, and federal levels with the evidence, ideas, and actions needed to strengthen the education system from preschool through college and career readiness.
Skip to main content. Preparing Teachers to Support Social and Emotional Learning: A Case Study of San Jose State University and Lakewood Elementary School Social and emotional skills, habits, and mindsets—such as self-awareness, self-regulation, communication, compassion, and empathy—can set students up for academic and life success. Help teacher candidates set the stage for SEL by teaching them to develop safe, inclusive, and supportive classroom environments.
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Integrate the teaching of SEL into courses on academic curriculum. Choose your country's store to see books available for purchase. See if you have enough points for this item. Sign in. During the last several decades, self-regulation of learning has permeated all areas of learning and development, including teaching preparation programs.
Self-regulatory competences are essential for successful academic achievement and performance. This book is written for teacher candidates to believe that if they heard a call to teach, they can see in each paragraph of this book that they can do it. Teacher candidates reading this book will find themselves vicariously portrayed in the journey of the four teacher candidates described in this book.
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They can empathize with their struggles but will also find assurance that through self-regulation their own journeys and dreams could have great outcomes. This book is also written for teacher educators in teaching education programs so that they would realize that by transforming their curriculum in light of new findings on self-regulation, they could facilitate the training process of teacher candidates under their supervision and that self-regulation of learning and teaching matters for teacher candidates.
This important text gives numerous examples of how teacher educators can become role models and agents for self-regulatory change, and it will be an invaluable resource for courses in education, psychology, and human development. Their focus on help seeking is critical given the array of resources available to overcome early difficulties especially for teachers with significant challenges. Also important is helping them understand the role of delay of gratification in the face of expanding sources of distraction.
This book builds a really strong case for the importance of self-regulation in teacher education. Moreover, it tells a fascinating story of educational success against the odds, made possible by personal stamina as well as contextual support. Both teacher students and teacher educators around the world will find this book a wonderful inspiration. This is a practical book which provides a compelling narrative with page after page on teacher self-regulatory functioning. I recommend this book for teacher preparation programs, and I will definitely share it with many of my students and colleagues.
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