Exploring the Integration of Social-Emotional Learning in EFL Pre-Service Teacher Preparation in Morocco: A Mixed-Method Study
Date
2024-09-20
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ANGLICA. An International Journal of English Studies
Abstract
Morocco’s educational policy documents underscore social-emotional competence as an important learning outcome. This study examines how the prominence of SEL in Morocco’s educational reform policy is reflected in the pre-service preparation of EFL teachers. The researchers have conducted a mixed-methods study that examines SEL integration in pre-service teacher preparation programs, and the extent to which student teachers report evidence of social-emotional learning associated with their pre-service preparation programs. Findings indicate that while two thirds of EFL student teachers reported that their pre-service preparation programs incorporate SEL skills aligned with the CASEL framework, responding to stress, managing anxiety and emotions, and collaboration stood out as areas requiring further strengthening in EFL teacher education programs in Morocco.
Description
This article was originally published in ANGLICA. An International Journal of English Studies. The version of record is available at: https://doi.org/10.7311/0860-5734.33.1.07.
ANGLICA is an open access journal, which means that all content of the journal is freely available without charge to the user or their institution. Users are allowed to read, download, copy, share, print, search, and link to the articles, or use them for other lawful purposes, without asking prior permission from the publisher or the author according to the Creative Commons licence (https://creativecommons.org/licenses/by-sa/3.0/) CC-BY-SA 3.0.
Keywords
Morocco, social-emotional learning, student teachers, SEL competencies, power skills, mixed methods
Citation
Elmeski, Mohammed, and Adil, Bentahar. "Exploring the Integration of Social-Emotional Learning in EFL Pre-Service Teacher Preparation in Morocco: A Mixed-Method Study". Anglica. An International Journal of English Studies 33, 1 (2024): 125-150. https://doi.org/10.7311/0860-5734.33.1.07.