Research on the Localization Practice of Social-Emotional Learning Driven by Teacher Cognition

DOI: https://doi.org/10.62517/jhet.202615122

Author(s)

Yanfang Zhang

Affiliation(s)

Raffles University Malaysia, Iskandar, Malaysia

Abstract

This research takes teachers' cognition as key perspective, through which it can critically examine localization of social-emotional learning in indigenous educational contexts, and through clarifying intricate interactions between teacher cognition and social-emotional learning theoretical framework, this study identifies important challenges, including heterogeneity of teachers' understanding of social-emotional learning, difficulties in aligning curriculum with local cultural norms, limitations within existing assessment systems, and insufficiency of professional development support. As response, series of targeted strategies are proposed, including enhancing teachers' social-emotional learning literacy, designing culturally compatible curriculum, improving assessment and monitoring mechanisms, and establishing continuous professional growth infrastructure, with research findings indicating that teachers' cognitive abilities not only shape design and implementation effectiveness of social-emotional learning curriculum, but also generate direct impact on cultivation of students' social-emotional capabilities. This therefore provides theoretical scaffolding and practical guidance for localized implementation of social-emotional learning, thereby offering insights for teacher professional development and educational innovation.

Keywords

Teacher Cognition; Social-Emotional Learning; Localization Practices; Educational Innovation

References

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