Research On The Improvement Of American K-12 Teachers’ Social And Emotional Competence

As a key skill for teachers in the 21 st century,social and emotional competence has become the focus of American society.As the forerunner of social and emotional learning,the United States began to pay attention to social and emotional learning in the 1990 s,and in recent years,the focus has shifted from students’ social and emotional competence to teachers’ social and emotional competence.For improving teachers’ social and emotional competence,the United States consummates teachers’ professional standards,increases effective intervention plans,reforms teachers’ evaluation system,creates school SEL atmosphere and develops school district cooperative relations,so as to bridge the "social and emotional gap" in American teacher education.This article carries on the research roughly from six aspects:Chapter one expounds the realistic background of improving the social and emotional competence of K-12 teachers in the United States,mainly from the development and change of the employment market demand,the urgent need to solve the problems of campus safety,the ardent demand of teachers’ professional happiness and the vigorous demand of social and emotional learning.First of all,with the change of the times,the employment market has put forward new requirements for the quality of labor force,which has aroused the general attention to the social and emotional competence of teachers.Secondly,the frequent problems of campus safety in the United States have aroused people’s attention to the non-academic ability of students,and hope to improve the safety of campus by improving teachers’ social and emotional competence.In addition,as a stressful profession,teachers need to improve their social and emotional competence to help solve their own job burnout and excessive stress,which to a certain extent also helps to alleviate the problem of teacher attrition.Finally,because there is a big gap between the school’s demand for teachers’ social and emotional competence and the number of teachers actually trained,there is a big "social and emotional gap" in American teacher education.Therefore,it is urgent to improve teachers’ social and emotional competence.The second part explains the value demands of the United States to improve the social and emotional competence of K-12 teachers,mainly from shaping teachers’ positive psychological quality,improving teachers’ "holistic" teaching quality,and promoting teachers’ education fair practice.The United States attaches great importance to the internal needs of teachers,and hopes to help teachers improve their social and emotional competence through a series of measures to reduce their stress,and to help teachers manage their emotions and interpersonal relationships.At the same time,this is also conducive to improving teachers’ "whole person" teaching ability,promoting the development of students’ social and emotional competence,and realizing their educational value.In addition,the United States has always attached great importance to the realization of fairness and equality in education,and integrated the requirements of social and emotional competence in teachers ’self-reflection practice,which is conducive to improving the widespread injustice in the American campus.The third part explores the basic contents of the improvement of American K-12teachers’ social and emotional competence,mainly from the components,work key points and evaluation standards of American K-12 teachers’ social and emotional competence.According to a series of evaluation criteria,the United States promotes teachers’ self-awareness,self-management,social awareness,social skills and responsible decision-making.Work key points for improving the social and emotional competence of K-12 teachers mainly includes: developmental sciences knowledge,systematic reflection on SEL teaching,positive mindset,cultural competence and resilience,mindfulness-based interventions,systematic common language,and development of authentic partnerships between schools(stricts)and universities.Chapter four discusses the main ways to improve the social and emotional competence of American K-12 teachers.First of all,the index requirements of teachers’ social and emotional competence are added to the teachers’ professional standards,and the ability requirements of teachers’ professional development are improved.Secondly,we should increase effective intervention programs including mindfulness training,enrich teachers’ social and emotional competence promotion strategies,and provide teachers with a variety of training opportunities.In addition,the existing teacher evaluation system is reformed to integrate the existing teacher evaluation index with the social and emotional index to help teachers’ social and emotional competence to complete self-growth and self-development in the evaluation.In addition,create a school SEL atmosphere for teachers to enhance social and emotional competence to create a good development environment.Finally,we should develop the cooperative relationship between school districts,enhance the exchange of experience between different school districts,and promote the regional coordinated development of teachers’ social and emotional competence.Chapter five probes into the implementation guarantee of social and emotional competence improvement of American K-12 teachers.For the purpose of ensuring that the practical activities of K-12 teachers to improve their social and emotional competence are carried out smoothly,the United States has given a solid guarantee from the aspects of policy,personnel,science,and tools.The sixth part summarizes the basic experience of the United States in improving the social and emotional competence of K-12 teachers,such as realizing multi-party cooperation,developing SEL learning resources,and constructing a school SEL atmosphere.But at the same time,there are also problems in this process,such as the social and emotional competence indicators in the teachers ’professional standards are not clear enough,and the teachers’ social and emotional competence evaluation work needs to be improved.Through comparative analysis,the following enlightenment is put forward for the practice of teacher professional development in our country:implement the social and emotional competence requirements of teacher professional standards,increase the social and emotional competence elements of the teacher training system,cultivate teachers’ independent development ability of social and emotional learning,develop multiple resources to promote the development of teachers’ social and emotional competence and construct a social environment to support the development of teachers’ social and emotional competence.