Speakers
Description
Situated within the growing discourse on teacher well-being and holistic education, this study investigates how pre-service English teachers in a Vietnamese university understand Social and Emotional Learning (SEL), value its components, and anticipate its relevance to both their current roles as students and their future roles as educators. A questionnaire survey built on CASEL 5 framework was administered to 128 pre-service teachers to explore their awareness of SEL competencies, their access to formal SEL training, and their perceived impact of SEL on their academic experience.
Findings indicate that pre-service teachers recognise a number of SEL practices as essential not only for themselves in their academic journey but also for shaping effective and empathetic teaching practices that promote the well-being of their future students. Many participants also expressed a strong desire for formal training on SEL so as to build inclusive and student-centered English classrooms. This is critical to their future teaching profession in an increasingly high-pressure educational context.
The study advocates embedding SEL principles throughout pedagogical training, which proves vital for fostering reflective, emotionally intelligent teachers capable of supporting both their learners and themselves.
Keywords: Pre-service teachers, Social and Emotional Learning, CASEL 5 framework
Biography
Dr. Tran Thi Hieu Thuy (Thuy Tran) has been an EFL/ ESL teacher, teacher educator, English textbook writer and material developer for 20 years. She is currently a lecturer at VNU University of Languages and International Studies and works closely with MOET to design and deliver training courses for in-service English teachers. Her research interests include English Language Teacher Competences, Blended Learning, and Multimodal Instructions. She has published in the fields of Teacher Education and Applied Linguistics.
Dr. Nguyen Thu Hien (Hien Nguyen) is a senior lecturer at the University of Languages and International Studies, Vietnam National University, Hanoi with over 20 years of experience in teaching English as a Foreign Language and English Language Teaching Methodology. She has been actively involved in various English language teaching projects and has worked as a trainer in multiple in-service teacher training programs. She earned her Master’s and PhD in TESOL Studies in Australia.
