THE PERCEPTION OF COMPETENCE TO APPLY THE SOCIAL - EMOTIONAL LEARNING MODEL INTO TEACHING OF VIETNAMESE PEDAGOGICAL STUDENTS

THE PERCEPTION OF COMPETENCE TO APPLY THE SOCIAL - EMOTIONAL LEARNING MODEL INTO TEACHING OF VIETNAMESE PEDAGOGICAL STUDENTS

Huynh Van Son* sonhv@hcmue.edu.vn Ho Chi Minh City University of Education 280 An Duong Vuong, Ward 4, District 5, Ho Chi Minh City, Vietnam
Giang Thien Vu vugt@hcmue.edu.vn Ho Chi Minh City University of Education 280 An Duong Vuong, Ward 4, District 5, Ho Chi Minh City, Vietnam
Do Tat Thien thiendt@hcmue.edu.vn Ho Chi Minh City University of Education 280 An Duong Vuong, Ward 4, District 5, Ho Chi Minh City, Vietnam
Nguyen Chung Hai hainc@hcmue.edu.vn Ho Chi Minh City University of Education 280 An Duong Vuong, Ward 4, District 5, Ho Chi Minh City, Vietnam
Nguyen Tran Minh Hai haintm@hcmue.edu.vn Ho Chi Minh City University of Education 280 An Duong Vuong, Ward 4, District 5, Ho Chi Minh City, Vietnam
Summary: 
The article examines the perception of competence to apply the social-emotional learning (SEL) model in teaching of Vietnamese pedagogical students. Using the questionnaire method on a sample of 1,100 junior and senior students majoring in Primary Education from 6 universities across the country, the author found that the pedagogical students have an average perception of this competence. The specific result is that students have difficulty in recognizing, distinguishing and applying the concept of social-emotional competence, the SEL model, and the SEL’s components into teaching. In particular, they have not identified the connotation of the term “SEL’s applying competence” in teaching. The findings of this study open up opportunities to further study the indicators of the competence of applying the SEL model in teaching as well as propose measures to develop this competence for pedagogical students, contributing to the development of quality and competence of primary students in the context of educational innovation in Vietnam
Keywords: 
Social-emotional learning model
social-emotional competence
application competence
competence to apply the SEL model into teaching
Perception
SEL.
Refers: 

[1] Vietnam Ministry of Education and Training, (2018), Circular 32/2018/TT-BGDDT promulgating the general education program, Vietnam Government Publishing Service.

[2] Pham, T. K. A., (2016, August 10), The context of high school teachers’ competence in response to the requirements of general education reform (Conference proceeding), International conference of the University of Education, Hanoi.

[3] Tran, T. T. A., (2018), Developing social-emotional competence for primary school students through teaching activities, University of Education, Hue University.

[4] Collaborative for Academic, Social, and Emotional Learning (CASEL), (2017), Key Implementation Insights from the Collaborating District Initiative, Chicago.

[5] Kolb, D. A., (2014), Experiential learning: Experience as the source of learning and development, FT press.

[6] Huynh, V. S., (2019), Applying the social-emotional learning model to life skills education activities at primary school level, Vietnam Nafosted.

[7] Nguyen, T. T., (2019), Applying the SEL model into educational activities in secondary education, Ho Chi Minh University of Education.

[8] Williford, A. P., & Wolcott, C. S, (2015), SEL and Student-Teacher Relationships, In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta, Handbook of Social and Emotional Learning, pp.181– 196, The Guilford Press

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