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Purpose Recently, the pace of pedagogical change in the field of social-emotional learning (SEL) has increased worldwide; hence, there is a greater need to understand and promote social-emotional elements in education systems. The purpose of this study was to explore the implementation of SEL content and practices in the curricula of teacher-education courses while being mindful of the principles underlying teacher–student relationships. Design/methodology/approach Using a qualitative methodology, data were collected from 55 students enrolled in three courses taught at a college in Israel. The participants wrote reflections on their SEL experiences, which were analyzed using thematic analysis. Findings The students’ responses revealed various practices and themes that significantly affected their personal and professional development, among them, the relationships in the classroom, both among the preservice students themselves and between them and the teaching staff. The participants also noted that the SEL components of the course influenced the quality of learning and the development of a professional identity that is actively attuned to elements of SEL. Research limitations/implications By introducing SEL early in the preservice stage, preservice teachers learn to create safe and supportive environments for their future students, thus improving students’ academic achievements, behavior and well-being. Originality/value The study underscores the importance of embedding SEL in the teacher-education curricula and its influence on both preservice teachers’ learning experience and the formulation of their image as future teachers while highlighting the significant role of teacher–student relationships in promoting healthy personal and professional development.
Lapidot‐Lefler et al. (Fri,) studied this question.