Teacher conceptual challenges in emotional education : key issues in supporting student social competence in pre-service and in-service teacher development

Abstract

The development of students’ social competence is a key goal in emotional education, yet teachers may face conceptual challenges that hinder effective implementation. This conceptual review is particularly relevant for pre-service and in-service teacher education, highlighting challenges that teachers face in implementing emotional education effectively. This review identifies five misunderstandings shaping teacher perceptions: (1) conflating social acceptance with close friendship; (2) overgeneralising distinct social skills; (3) focusing on interpersonal behaviour while overlooking intrapersonal processes; (4) encouraging social participation without sufficient skill readiness; and (5) neglecting emotional foundations essential for social learning. The interpretative framework draws on theoretical literature and thematic analysis of interviews with 15 educators, illustrated through examples from elementary and secondary education, bridging theory and classroom practice. This review aligns with a body of research that takes a reflective and critical perspective on social and emotional education, seeking ways to refine it and adopt a more holistic approach to students. By integrating conceptual and practice-based insights, it contributes to the emotional education field and provides a foundational model to support future research and advance understanding of social competence development.