THEORETICAL OVERVIEW OF INTEGRATED NONVERBAL, BODY AWARENESS METHODS TO IMPROVE SOCIAL EMOTIONAL LEARNING SKILLS IN TEACHER EDUCATION

This paper explores the theoretical framework of integrating nonverbal, body-awareness based methods — specifically Dance and Movement Therapy (DMT) — into teacher education programs to improve Social and Emotional Learning (SEL) skills. Responding to increasing social and educational demands for socio-emotional skill development, the study connects insights from emotional intelligence theory, embodiment theory, positive psychology, and psychological capital. It proposes that body-based, experiential approaches can strengthen teachers’ empathy, emotion regulation, self-awareness, and relational competence, thereby improving their psychological well-being and pedagogical effectiveness. Integrating DMT into higher education may thus foster resilience and reflective capacity in future educators, enabling them to create supportive, emotionally attuned classroom environments conducive to both academic and socio-emotional growth. The study contributes to the evolving discourse on holistic, well-being-oriented teacher education through embodied and arts-based pedagogical innovation.