ScholarWorks@숙명여자대학교

초록

This study identified key components for developing a social and emotional learning (SEL) course for pre-service teachers. A literature-based comparative synthesis was conducted across five major SEL frameworks: CASEL, OECD, UNESCO, SEE Learning, and a Korean SEL framework. The analysis derived shared core competencies, teachers’ social and emotional competence (SEC), and teaching competencies for SEL implementation, and then proposed course development elements and a syllabus. The results indicated four shared core competency domains: self-understanding and regulation; relationship building and communication; ethical decision-making; and social responsibility and community engagement. Based on these domains, the study proposed seven SEC components for teachers and four teaching competency areas required for SEL practice. In addition, a course model and syllabus for “Understanding and Applying SEL” were developed by integrating a competency-based approach with the OECD AAR implementation framework. These findings provide a framework-informed course design approach for Korean teacher education and offer practical implications for strengthening SEC among pre-service and in-service teachers and supporting the implementation of a Korean SEL framework.

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