The Role of Social-Emotional Learning in Pre-Service Teachers' Identity

Abstract

This study explores how Social-Emotional Learning (SEL) supports the development of teacher identities among pre-service teachers (PSTs). SEL, encompassing self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, is vital for shaping teachers who are knowledgeable, emotionally resilient, and empathetic. This research emphasizes the transition of PSTs from theoretical learning to practical teaching, where they discover their strengths, face challenges, and build initial teacher identities. Using a qualitative research design, the study involves interviews, observations, and self-reflective reports from 72 PSTs in English Department, IAIN Ponorogo, Indonesia. The findings reveal that SEL significantly influences teachers' ability to manage stress, build positive relationships, and make informed decisions, creating more inclusive and compassionate classroom environments. SEL also aids in aligning teachers' values with Islamic principles, fostering a deeper sense of professional purpose. The study highlights gaps in traditional teacher training programs, often neglecting the social-emotional aspects critical for effective teaching. By integrating SEL into pre-service, educational institutions can develop teachers better equipped to navigate the emotional demands of the profession and inspire student learning. The insights gained are intended to inform improvements in teacher education programs, ensuring that teachers can sustain their passion and effectiveness throughout their careers while creating nurturing learning environments that align with Islamic values.