This study explores the impact of integrating social-emotional learning (SEL) into teacher training programs through children’s literature on the knowledge and attitudes of preservice teachers towards SEL. The research involved creating SEL-themed tote bags, developing lesson plans, and participating in an SEL book reading session to prepare future PreK-4 teachers to nurture essential SEL competencies for academic success. The research used convenience sampling to select undergraduate students in Early Childhood and Elementary Education courses for interviews. The findings provide valuable insights into how preservice teachers’ knowledge and attitudes shift towards the implementation of SEL activities in their future classrooms.

本研究通过儿童文学探讨将社会情感学习 (SEL) 纳入教师培训计划对职前教师对 SEL 的知识和态度的影响。该研究涉及制作 SEL 主题手提袋、制定课程计划以及参加 SEL 书籍阅读课程，以帮助未来的 PreK-4 教师培养必要的 SEL 能力，以取得学业成功。该研究采用便利抽样法选择幼儿教育和基础教育课程的本科生进行访谈。研究结果为了解职前教师的知识和态度如何转变以在未来的课堂上实施 SEL 活动提供了宝贵的见解。