Abstract:

The use of socio-emotional learning skills in the classroom is one of the most important teacher competencies. Therefore this study aimed to examine the change in early childhood pre-service teachers’ professional perceptions, knowledge and skills throughout the Socio-Emotional Learning for Professional Development Program which was developed to provide support for pre-service teachers. The sample of this qualitative study consisted from 25 early childhood pre-service teachers whom selected through criterion based purposeful sampling. They met the criterion of completing the School Experience Course and having ongoing teaching practice at a kindergarten with 3-6 year old children. Data collected through Demographic Information Form and Structured Interview Form. Structured interview form include questions regarding participants’ perceptions on teachers’ professional development, emotion socialization responses, their interaction with children and the program outputs on their professional development. The findings showed that pre-service teachers’ perceptions and practices towards professional development and socio-emotional learning have been changed positively after the program implementation. Besides, their emotional awareness and emotion socialization skills have been improved. It is revealed that this changes also improved their classroom practices that they displayed more social emotional learning skills and less negative emotion socialization behaviors during their classroom practices. Findings were asserted concerning the importance of pre-service teacher training in terms of acquiring socio-emotional learning.

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