Purpose: Utilizing social constructivist learning theory and a conceptual framework for Social and Emotional Learning (SEL), this self-study explores how I as a teacher-researcher intentionally evolved my approach to teaching SEL in a high school Physical Education setting. Method: Data were collected over twenty 75-min lessons over 15 weeks. One critical friend interview, 20 postteaching reflections, 18 observations, and 22 journal entries were conducted. A deductive and inductive approach utilizing the Miles, Huberman, and Saldana Framework for Qualitative Data Analysis was implemented. Results: Findings demonstrate how aligning my teaching with a contemporary framework led to a more explicit and intentional focus on SEL within my already utilized repertoire of pedagogies. Discussion/Conclusion: Incorporating self-study structure as a teacher-researcher led me to understand how I evolved and felt better equipped to teach for targeted SEL competencies and skills to further compliment the teaching of core Physical Education content.

目的：利用社会建构主义学习理论和社会情感学习（SEL）的概念框架，本自学探讨了我作为一名教师研究员如何有意识地发展我在高中体育环境中教授 SEL 的方法。方法：在 15 周内通过 20 个 75 分钟的课程收集数据。进行了 1 次批判性朋友访谈、20 次教学后反思、18 次观察和 22 篇日记条目。实施了利用 Miles、Huberman 和 Saldana 定性数据分析框架的演绎和归纳方法。结果：研究结果表明，将我的教学与当代框架相结合，如何在我已经使用的教学法中更加明确和有意识地关注 SEL。讨论/结论：作为一名教师兼研究员，纳入自学结构让我了解自己是如何发展的，并感觉自己更有能力教授有针对性的 SEL 能力和技能，以进一步补充核心体育内容的教学。