RESEARCH ON SOCIAL-EMOTIONAL COMPETENCE MODELS AND REQUIREMENTS FOR IMPLEMENTATION IN PRIMARY EDUCATION TEACHER TRAINING

In order to effectively implement the demand of the 2018 General Education Curriculum, which focuses on the comprehensive development of students’ qualities and competencies, the development of social-emotional competence for primary teachers has become increasingly important. This paper aims to clarify the theoretical foundation, structure, and role of social-emotional competence in training primary education students. Drawing on an overview of domestic and international research, this paper analyzes representative models such as CASEL, DOMASEC, SEB, and the Prosocial Classroom, thereby defining social-emotional competence as a comprehensive competence encompassing cognition, emotion, behavior, and moral values, which can be developed through education. This competence helps pedagogical students recognize and manage emotions, empathize with others, cooperate effectively, and make responsible decisions – core qualities of primary school teachers in the current context of education innovation, contributing to the formation of a teaching workforce possessing innovation, contributing to the development of a teaching workforce possessing both knowledge and qualifications, meeting the requirements of education for sustainable development.