師資生對社會情緒學習融入師培課程的體驗與想法探究

A study of pre-service teachers’experiences and thoughts of the teacher education program with social and emotional learning embedded

本研究以質性內容分析，描述師資生對社會情緒學習融入師培課程的體驗、其對社會情緒學習的意涵與應用，及其潛在文化差異的想法。研究參與者為修習研究者於114-1開設師培課程的73位學生。本研究發現，多數參與者對於每周的個人省思，與在師培課程中，學習SEL概念及其融入班級經營與學科教學的方式，抱持正向態度。此外，對於SEL，有些參與者著重於SEL的特定面向；有些認為SEL即CASEL提出的五大面向。當SEL應用於教學與輔導，大多參與者認為如此可豐富課程活動的安排。另，師資生大多認同SEL存有文化差異。最後，本研究提出相應的研究建議。

This study qualitatively analyzed how pre-service teachers experienced and thought of the teacher education program (TEP) with social and emotional learning (SEL) embedded, as well as how they thought of the meaning and application of SEL, and the potential cultural differences in SEL. There were 73 participants in this study. The findings indicated that most participants positively viewed the weekly self-reflection and the TEP courses with SEL embedded. Some participants defined SEL with specific dimensions; some defined SEL as CASEL proposed. Regarding the applications of SEL on future instruction and guidance, most participants thought it would diversify the activities in classes. Furthermore, most participants articulated there would be cultural differences in SEL. The suggestions of this study were proposed.