(Special Issue) Research on Teacher Professional Development for Social-Emotional Learning in Mathematics Education
Author: Meng-An Lin (Department of Education, National Pingtung University)
Vol.&No.：Vol. 70, No. 3
Date：September 2025
Pages：133-166
DOI：https://doi.org/10.6209/JORIES.202509_70(3).0005
Abstract：
Research Motivation and Purpose
Given the growing importance of Social-Emotional Learning (SEL), there is a relative lack of research in the field of mathematics education, and a clear need for professional development among teachers. Considering the complexity of the educational system, the senior high school is divided into general, technical, comprehensive, and specialized types, while the higher education level involves departmental distinctions that affect the depth and content of mathematics instruction. Therefore, this research focused on elementary and junior high school teachers and explores the following research questions: “How do mathematics teachers understand and demonstrate SEL?” “What are the strategies for mathematics teachers’ SEL professional development?” “What are the transformative learning outcomes of SEL professional development for mathematics teachers?” as well as “How does mathematics teachers’ SEL development influence student learning?” This research aimed to analyze these questions and propose practical recommendations.
Literature Review
SEL and academic learning are interwoven in the brain and behavior, facilitating students’ positive development. Teachers’ own SEL competencies significantly affect students, and effective implementation relies on careful planning and professional development (Jones & Doolittle, 2017; Jones et al., 2014; Jones et al., 2017; Jones et al., 2010; Jones et al., 2019). SEL extends to the quality of interpersonal relationships in the classroom and produces positive impacts across all grades and subjects when consistently practiced. Educational practices should therefore focus on SEL and promote its research and implementation (Jones et al., 2014; Jones et al., 2017; Jones et al., 2019). SEL involves the ability to manage emotions and social interactions, and both experiences and environment positively influence students’ interpersonal and academic growth, contributing to their social participation, relationships, and citizenship. Thus, all students should have access to SEL opportunities (Jones & Doolittle, 2017; Jones et al., 2014; Jones et al., 2011; Jones et al., 2019; Jones et al., 2016). This research synthesized the above perspectives for its analysis framework
In Taiwan’s mathematics education research, topics such as learning contexts, processes, strategies, and interdisciplinary curriculum often touch on SEL dimensions— for instance, fostering creative thinking through mathematical problem-solving, and enhancing students’ abilities in expressing and understanding others’ reasoning. Therefore, teachers must support students in communication and mutual understanding, and mathematics classroom dialogue can help evaluate these abilities, revealing a need for SEL professional development among mathematics teachers.
Transformative learning theory (Mezirow, 1996, 1971, 1978, 1998, 2003, 2007a, 2007b) highlights the social context’s role in driving collective action. When learning serves broader goals, includes group support, and encourages active participation, it enables learners to reflect and act in more inclusive and integrated ways. This shifts how people perceive problems and solutions, enabling action. Prior research has demonstrated how transformative learning can influence adult life experience, service-learning, digital integration, and reflective practices (Chang, 2023; Eschenbacher, 2023; Lin, 2020; Liu, 2023; Savicki & Price, 2021; Wang et al., 2021). This research analyzed its data based on these perspectives.
Research Methods
This research adopted the interpretative paradigm of qualitative research, conducting interviews with 36 elementary and junior high school mathematics teachers in Taiwan. Data collection and analysis were grounded in transformative learning theory, incorporating insights from SEL and Taiwan’s mathematics education literature. The analysis focused on four stages: “Understanding and demonstration of SEL by mathematics teachers;” “Strategies for SEL professional development;” “Transformative learning outcomes of mathematics teachers’ SEL professional development;” as well as “Impact of teachers’ SEL development on student learning.” Findings were then synthesized to develop conclusions and practical recommendations.
Research Results
1. Understanding and Demonstration of SEL: Positive Interaction and a Caring Atmosphere Foster Enthusiasm
Teachers who observed their students’ SEL growth were inspired to continue SEL instruction. Through cooperative learning and interactive opportunities, they fostered caring and collaborative environments that built student confidence and learning motivation. By encouraging questions and validating mistakes as valuable learning moments, teachers helped establish a positive learning atmosphere. This growth mindset also leads to their professional development.
2. Transformative Learning through Perspective Shifting, Collaboration, and Action
Professional development in SEL significantly impacts students, and transformative learning theory emphasizes perspective change through reflection. Teachers who engaged in mentorship systems, collaborative learning, and experience-sharing reported shifts in their own beliefs and practices, ultimately enhancing students’ relationships, emotional well-being, and academic performance.
3. Transformative Learning Inspires SEL Implementation, Collaboration, and Shared Practice
Ongoing SEL efforts promote not only improved teaching motivation but also collaborative momentum among teachers. By sharing SEL successes, teachers began implementing inclusive instructional strategies and fostered deeper professional community engagement, further exploring how to motivate students and increase SEL participation.
4. Teacher Transformative Learning Enhances Student SEL and Teacher-Student Interaction
As teachers shared their experiences and learned from one another, their willingness and capacity to implement SEL grew. For example, using game-based learning and team activities in math classrooms helped students acquire both content knowledge and interpersonal skills like respect and self-expression. These developments influenced more teachers to incorporate SEL, thereby enriching students’ overall experience.
Discussion and Recommendations
1. Enhance SEL Understanding through Continuous Professional Development
Teachers should engage in regular discussions during meetings or informal interactions to share SEL experiences and student progress. This supports professional dialogue and collaboration and leads to the development of SEL-focused professional communities and training activities, such as lesson planning, communities of practice, or workshops.
2. Encourage SEL Practice Sharing in Professional Communities to Inspire Collective Action
Schools should regularly promote SEL, integrating resources like math games and digital tools (e.g., Kahoot, Wordwall, ClassDojo). Events like school festivals, assemblies, and student competitions can incorporate SEL-aligned activities, allowing teachers to address diverse student needs while expanding their own professional competencies.
3. Focus SEL Transformative Learning on Supporting Positive Student Relationships and Emotions
Transformative learning theory calls for shared strategies and collective teacher action. Teachers are encouraged to share success stories in regular meetings or peer observation sessions, using teaching tools to deepen SEL integration and collaboratively explore how to promote peer relationships and cooperative learning.
4. Use SEL Teaching Reflections as Foundations for Community Sharing and Professional Growth
To support innovation in SEL practices, teachers should have more opportunities to design and implement SEL-rich instruction. This includes group work, competitions, escape room activities, and thematic camps that promote student collaboration and communication. These reflections serve as foundations for varied and practical teaching strategies that meet students’ SEL needs.
This research highlights how math teachers at the compulsory education level can develop SEL through collaboration and practice. Future research is encouraged to explore senior secondary education and the cultivation of teachers’ own SEL competencies. Additionally, scholars are urged to further link SEL theories with the local context of mathematics education in Taiwan, to comprehensively advance the professional development of math teachers and enrich students’ learning outcomes.
Keywords：Social-Emotional Learning, teacher professional development, mathematics education, transformative learning theory