职前教师教育与SEL的深度融合——美国圣何塞州立大学SEL项目的路径探析与经验解码

Deep Integration of Pre-Service Teacher Ed-ucation and SEL—Pathway Analysis and Experience Decoding of the SEL Program at San Jose State University, USA

在新时期我国教师教育不断发展与变革的背景下,教师专业素养的培养路径在不断地拓展与延伸。随着社会情感学习逐渐成为基础教育教学的重要专题,也应考虑将社会情感学习的相关内容纳入到职前教师专业素养全面养成的培育体系之中。本文通过剖析美国加州圣何塞州立大学的实践案例,聚焦于职前教师教育项目中整合社会情感学习素养的过程、策略及挑战,旨在为我国职前教师教育提供新的发展路径,以及为社会情感学习在我国基础教育的本土化推广提供参考与借鉴。

In the context of the continuous development and changes in China’s teacher education in the new era, the cultivation paths of teachers’ professionalism are constantly being expanded and extended. As social-emotional learning (SEL) has gradually become an important topic in basic education teaching, it is also important to consider the inclusion of SEL-related contents into the cultivation system for the comprehensive development of preservice teachers’ professionalism. This paper focuses on the process, strategies, and challenges of integrating SEL literacy in preservice teacher education programs by analyzing the practical case of San Jose State University (SJSU) in the United States, with the aim of providing a new development path for preservice teacher education in China, as well as providing references and lessons for the localization and promotion of SEL in basic education in China.