Current Situation and Influencing Factors of Social-emotional Competence of Pre-service Teachers—Based on a Survey of 8483 Pre-service Teachers from 45 Universities in China
The social-emotional ability of pre-service teachers is a key ability related to the comprehensive development of pre-service teachers,coping with complex challenges in future work,maintaining professional happiness,and cultivating students'social emotional ability.It is crucial for responding to the new global focus of teacher education and implementing the policy requirements of the Party and the state on"building a high-quality teacher team"and"promoting comprehensive human development".A survey of 8483 pre-service teachers from 45 universities in China found that the overall level of social and emotional abilities of pre-service teachers in China is above average,but their ability structure is imbalanced,their professional relationship building ability is weak,and their awareness of others is particularly weak;There are significant group differences,with pre-service teachers having lower willingness to teach,introverted personality,lack of social practice experience,cold family atmosphere,low comprehensive scores in preschool and primary education majors(20%below the class level),and shorter educational practice days(30 days or less)having relatively lower social and emotional abilities.The willingness to teach,personality traits,family emotional atmosphere,and educational practice days all have a positive impact on the social emotional ability of pre-service teachers,but the first three have a greater impact.To promote the development of pre-service teachers'social and emotional abilities,it is recommended to improve teacher education policies,regulations,and institutional standards,establish teacher social and emotional ability training courses,and provide"emotional practice professional"triple support for pre-service teachers.
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