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<p>This study examined how social emotional learning (SEL) competencies are embedded in Pakistan’s teaching practicum for prospective teachers. The study employed a qualitative document analysis to examine how SEL competencies are represented within official teacher education curricula. The primary data source was the Higher Education Commission (HEC) Teaching Practicum I and II curriculum document, which serves as an authoritative national framework guiding the practicum experiences of prospective teachers in Pakistan. The analysis was conducted using explicit-implicit coding lens to find SEL competencies in the practicum. Sentence and paragraph level units were coded, enabling close examination of textual meanings and curricular intensions. This approach identifies direct references of SEL as well as practices that reflected five Collaborative for Academic, Social and Emotional Learning (CASEL) dimensions: Self-awareness, Self-management, Social awareness, Relationship skills, decision-making as the analytical lens. Content analysis principles were used to analyse the data. Findings indicate that the explicit mentions of SEL-related practices prevail in the curriculum, especially in the areas of Self-Awareness and Relationship Skills. However, such practices are not typically referred to as SEL and are often presented as professional or pedagogical needs. Implicit references were made to competencies like being flexible, making ethical decisions and emotional control, which are still underdeveloped. This forms an explicit-implicit paradox: SEL practices are intensely intangible because they do not utilise SEL terminology. The practicum imparts the SEL competencies into explicit tasks and risks constraining the teacher candidates with SEL knowledge as a complex framework. It is suggested that existing explicit practices be aligned with SEL terminology, that underrepresented domains be reinforced, and that training for teacher educators be improved. This research pinpoints the necessity of curriculum designers, policymakers, and teacher educators to reframe the current practices of practicum as planned learning and development of SEL, thus preparing teachers to meet the academic and socio-emotional aspects of instruction.</p>

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Examining social emotional learning in the curriculum of prospective teachers’ practicum: a document analysis

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  • 发表日期：

    2026年5月26日

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  • Alia Siraj,
  • Mehwish Jabeen,
  • Jan Alam,
  • Ambreen Haqdad,
  • Tehseen Tahir

摘要

This study examined how social emotional learning (SEL) competencies are embedded in Pakistan’s teaching practicum for prospective teachers. The study employed a qualitative document analysis to examine how SEL competencies are represented within official teacher education curricula. The primary data source was the Higher Education Commission (HEC) Teaching Practicum I and II curriculum document, which serves as an authoritative national framework guiding the practicum experiences of prospective teachers in Pakistan. The analysis was conducted using explicit-implicit coding lens to find SEL competencies in the practicum. Sentence and paragraph level units were coded, enabling close examination of textual meanings and curricular intensions. This approach identifies direct references of SEL as well as practices that reflected five Collaborative for Academic, Social and Emotional Learning (CASEL) dimensions: Self-awareness, Self-management, Social awareness, Relationship skills, decision-making as the analytical lens. Content analysis principles were used to analyse the data. Findings indicate that the explicit mentions of SEL-related practices prevail in the curriculum, especially in the areas of Self-Awareness and Relationship Skills. However, such practices are not typically referred to as SEL and are often presented as professional or pedagogical needs. Implicit references were made to competencies like being flexible, making ethical decisions and emotional control, which are still underdeveloped. This forms an explicit-implicit paradox: SEL practices are intensely intangible because they do not utilise SEL terminology. The practicum imparts the SEL competencies into explicit tasks and risks constraining the teacher candidates with SEL knowledge as a complex framework. It is suggested that existing explicit practices be aligned with SEL terminology, that underrepresented domains be reinforced, and that training for teacher educators be improved. This research pinpoints the necessity of curriculum designers, policymakers, and teacher educators to reframe the current practices of practicum as planned learning and development of SEL, thus preparing teachers to meet the academic and socio-emotional aspects of instruction.