Date of Award

Winter 12-17-2025

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

First Advisor

Hank Bohanon

Abstract

Research on socio-emotional learning (SEL) has demonstrated its many benefits for students, justifying its prevalence in pre-kindergarten to grade 12 schools across the U.S. Despite evidence of the centrality of a teacher’s role in effective SEL implementation, less research has been conducted on teacher training in SEL – particularly for teacher candidates (TCs). The purpose of this qualitative case study was to examine TCs’ experiences with SEL, and the impact of those experiences on their development as providers of SEL. Purposive sampling was used to recruit TCs in either the second or third year of one specific undergraduate, field-based teacher preparation program in Chicago. Nine semi-structured interviews were conducted with five participants. All five participants were invited to provide additional written commentary during and after the interview process, which was complemented by document analysis of program documentation. Data analysis resulted in four main themes: (1) the crucial role of an educator in advancing SEL, (2) preferred approaches to SEL implementation, (3) ways in which TCs receive (or lack) explicit training in SEL, and (4) TCs’ changing relationships with SEL. Study findings revealed TCs’ evolving beliefs and practices around SEL as they progress through their teacher preparation program. The implications are far-reaching: from approaches to implementation of SEL in teacher preparation programs to future studies on SEL, especially within field-based teacher preparation programs. Thus, recommendations were provided for teacher educators, policymakers, and researchers.

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