From social-emotional learning to social-emotional competence in Israeli-Palestinian teachers’ professional development

This qualitative study investigated the contribution of a tailored 30-hour teachers’ professional development (TPD) course in social-emotional learning (SEL) to developing the social-emotional competence (SEC) of 50 Israeli-Palestinian teachers. The course incorporated active learning practices such as mindfulness, simulations, and puppet theater grounded in the CASEL framework and ecological theory. Analysis of semi-structured interviews and reflective texts revealed the course’s effectiveness in improving teachers’ SEL knowledge, self-awareness, self-management, decision-making, social awareness, and relationship skills. It also promoted understanding of conducting culturally situated SEL to address issues such as violence and meet parents’ needs during COVID-19. Overall, incorporating experiential SEL practices into TPD can develop teachers’ SEC and wellbeing. Recommendations include further research on adapting SEL for minority communities to enable transformative education.