Can Artificial Intelligence Help Social Emotional Competence in Teacher Preparation?
We studied how a teacher preparation program enhances social-emotional competence by using AI to support problem-solving, healthy practice integration, and classroom task completion.
Presented by:
Lisa Krall, Bemidji State University
Lisa Schmitz, Bemidji State University
Abstract:
This study explores the potential of teacher-licensure programs to enhance teachers’ social-emotional competence and self-efficacy by incorporating social and emotional regulation techniques, supported by AI conversational agents. Social-emotional competence (SEC) and self-efficacy are essential for effective teaching, as they influence classroom management, student engagement, and overall teacher well-being. This research examines the role of open-source AI in facilitating problem-solving around curriculum issues or promotion of social and emotional competence as framed by CASEL (CASEL, 2024). Findings, AI tools serve as a support tool, offering personalized guidance and helping teachers solve daily challenges and complete work.
Keywords:
Artificial Intelligence, Social Emotional Competency, Teacher Preparation
Learning Outcomes:
1. Learn about AI tools and social emotional competency resources to support teaching and learning.
2. Learn how AI tools can support and enhance teacher preparation programs by assisting with idea generation, problem solving, and affirming students’ thoughts during the learning process.
3. Gain insights into the potential impact of AI on teacher preparation and professional development.
Can Artificial Intelligence Help Social Emotional Competence in Teacher Preparation?
Hear it from the author:
Transcript:
Hello! This is a poster presentation about the use of AI in promoting teacher candidates, self-efficacy and social emotional competence.
This research was conducted during the fall of 2024 in an online teacher education program
teacher candidates were in their 1, st 3rd or 5th semester of their program.
They completed a pre and post survey on their use and knowledge of AI.
During their coursework they received instruction on fostering social, emotional competency and the use of AI for personal growth, practice, and material development.
The findings are that AI did improve candidate self-efficacy with their work tasks.
AI was valuable for meeting diverse learners needs improving classroom culture and reducing disruptions.
The benefits with minimal training allowed more time for self-care which enhanced teacher effectiveness and resilience.
The teacher candidates appreciated AI for developing detailed lesson plans and overcoming student engagement roadblocks. They also noted the ease and speed of creating lesson plans
References
Collaborative for Academic Social and Emotional Learning. (2024). What is the CASEL framework? https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/
Deri, M., Singh, A., & Zaazle, P. (2024). Leveraging artificial intelligence in higher education: A comprehensive overview. Revista de Educación y Derecho, 30. https://doi.org/10.1344/REYD2024.30.45777
Liu, M., Ren, Y., Michael Nyagoga, L., Sonier, F., Wu, Z., & Yu, L. (2023). Future of education in the era of generative artificial intelligence: Consensus among Chinese scholars on applications of ChatGPT in schools. Future in Educational Research, 1, 1. https://doi.org/10.1002/fer3.10