Research On The Teacher’s Agency In The Practice Of Social Emotional Learning Curriculum

Under the background of globalization,the transnational movement of education belief and practices become more and more frequent.Teachers are increasingly influenced by international educational trends.Social emotional learning(SEL)is known by various countries as an important mean to cultivate children’s non-cognitive ability.It is the process through which all young people and adults acquire and apply the knowledge,skills,and attitudes to develop healthy identities,manage emotions and achieve personal and collective goals,feel and show empathy for others,establish and maintain supportive relationships,and make responsible and caring decisions.SEL can be embedded in the daily teaching and can also be cultivated through specific curriculum.Since 2011,China has begun to implement of SEL,and tried localize it.Teachers play an important role in implementing SEL.This study takes Second Step of Committee for Children as the specific measure of education reform,and takes preschool teachers who have implemented SEL and who have not implemented SEL as research objects.Through individual interviews and class observation,materials about preschool teachers’ belief and practices had been collected.Using case analysis,the study analyzed the differences of two kinds of teachers in belief,practices and agency.This study aims to explore the differences between the two kinds of teachers in belief,practices and agency,and try to find out how to support teachers in the implementation of SEL.Through analyzing eight preschool teachers’ belief,practices and agency,the study got the following findings.Frist,teachers’ belief and practice are influenced by both external factors and internal factors.The study found that under the background of global education reform,international education trend is directly infulunced the kindergartens and teachers,which has become an important external factor.Second,two kinds of teachers has their own advantages.There is no obvious difference between the two kinds of teachers in belief and practice.All agree on holistic education.Teachers who do not implement SEL will also cultivate children’s non-cognitive ability according to their teaching experience.But SEL curriculum has targeted means to cultivate the non-cognitive skills.Third,teachers’ professionalism is the foundation of exerting their agency.Based on professional knowledge and practice,teachers can actively participate and take innovative measures in educational reform.Fourth,teacher’s agency is influenced by educational concepts and practices.Existing studies have found the relationship among teachers’ agency,belief and practice.Through further analysis,this study found that teachers’ belief and practice can affect but cannot determine teachers’ agency.Only when teachers fully understand the concept of educational reform,can they really exert their agency.Fifth,SEL has cultural sensitivity.The foreign framework and curriculum can not completely adapt to Chinese cultural background.In order to better implement SEL in China,it is necessary to fully digest Chinese elements and localize it.Therefore,in order to promote the implementation of SEL and the professional development of preschool teachers,the study suggests the kindergarten can take following measures.First,preschool teachers are supposed to compare SEL curriculum with existing curriculum,to find the similarities and differences,and localize SEL curriculum.Kindergarten needs to help teachers form a deep understanding of SEL curriculum,and absorb the excellent concepts and methods.Second,kingdergarten can improve preschool teachers’ agency on implementing SEL by increasing their recogniztion of it.By providing training for preschool teachers,kindergartens can help them have a deep understanding of SEL,make them realize its importance,and willing to implement.Third,by providing opportunities for preschool teachers to communicate and learn from each other,kindergarten can promote their understanding of SEL,and enhance their professionalism.Preschool teachers need to constantly improve their professionalism.Educational reform brings opportunities for preschool teachers to renew their professionalism.Kindergartens need to help preschool teachers to achieve their self-development and enhance the professionalism of teachers group.