Supporting Dataset for “Developing Professional Competence in SEL for EFL Pre-Service Teachers: Implications for Ukraine from U.S. University Syllabi”: Structured Data from the Comparative Analysis of 20 U.S. University Teacher-Education Syllabi (doi:10.48788/DVUA/V6BFOG)

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Part 2: Study Description
Part 3: Data Files Description
Part 4: Variable Description
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Supporting Dataset for “Developing Professional Competence in SEL for EFL Pre-Service Teachers: Implications for Ukraine from U.S. University Syllabi”: Structured Data from the Comparative Analysis of 20 U.S. University Teacher-Education Syllabi

doi:10.48788/DVUA/V6BFOG

DataverseUA

2026-10-08

1

Tatsenko, Nataliia; Korobova, Yuliia, 2026, "Supporting Dataset for “Developing Professional Competence in SEL for EFL Pre-Service Teachers: Implications for Ukraine from U.S. University Syllabi”: Structured Data from the Comparative Analysis of 20 U.S. University Teacher-Education Syllabi", https://doi.org/10.48788/DVUA/V6BFOG, DataverseUA, V1, UNF:6:WkSZab/n3XTIlENkyg4plQ== [fileUNF]

Supporting Dataset for “Developing Professional Competence in SEL for EFL Pre-Service Teachers: Implications for Ukraine from U.S. University Syllabi”: Structured Data from the Comparative Analysis of 20 U.S. University Teacher-Education Syllabi

doi:10.48788/DVUA/V6BFOG

Tatsenko, Nataliia (Sumy State University)

Korobova, Yuliia (Sumy State University)

Microsoft Excel

0126U000593

DataverseUA

Tatsenko, Nataliia

Tatsenko, Nataliia

2026-09-28

https://doi.org/10.48788/DVUA/V6BFOG

Arts and Humanities, Social Sciences, Social and Emotional Learning (SEL), trauma-informed education (TIE), professional competence, EL teacher preparation, English language teaching (ELT), University syllabi

This dataset supports the article “Educational Losses and SEL in Wartime Ukraine: Implications for English Teacher Education” and provides structured comparative data extracted from 20 university-level teacher-education syllabi from 14 U.S. institutions. Its purpose is to document and systematize how contemporary teacher-education courses address social-emotional learning (SEL), mindfulness, trauma-informed education, empathy, resilience, wellbeing, restorative practices, and whole-child education. The dataset includes information on institutions, course titles and academic years, educational level and target audience, key concepts, stated learning outcomes, topics and modules, assignments and assessed practices, assigned readings, and primary syllabus sources. The data form the primary empirical basis for the study’s subsequent coding and analysis of emerging professional competencies and their curricular and institutional embeddedness. The dataset represents an illustrative, criterion-filtered corpus rather than a statistically representative sample of U.S. teacher education.

Structured comparative data extracted from university teacher-education syllabi, including qualitative textual information on course concepts, learning outcomes, topics/modules, assignments and practices, and assigned readings.

This dataset was compiled through a systematic, criterion-based identification and extraction of information from university teacher-education syllabi available from U.S. higher-education institutions. The dataset comprises 20 syllabi from 14 institutions, covering courses offered between 2021 and Spring 2026 at undergraduate, graduate, and post-baccalaureate levels. The included courses address one or more dimensions of social-emotional learning, mindfulness, trauma-informed education, empathy, resilience, wellbeing, restorative practices, emotional development, or whole-child education. Data were extracted directly from the syllabus documents and organized in a structured comparative table. The dataset is intended to support transparent analysis of how these emerging areas are incorporated into teacher education and how they relate to the development of professional competencies. It should be interpreted as an illustrative, criterion-filtered corpus rather than a statistically representative sample of U.S. teacher education. The dataset provides the primary empirical material for the coding and comparative analysis presented in the associated article.

Tatsenko, N., Korobova, Y. Developing Professional Competence in SEL for EFL Pre-Service Teachers: Implications for Ukraine from U.S. University Syllabi. Analele Universitatii Ovidius Constanta, Seria Filologie. 2026.

Tatsenko, N., Korobova, Y. Developing Professional Competence in SEL for EFL Pre-Service Teachers: Implications for Ukraine from U.S. University Syllabi. Analele Universitatii Ovidius Constanta, Seria Filologie. 2026.

• Number of cases: 20

• No. of variables per record: 10

• Type of File: text/tab-separated-values

UNF:6:WkSZab/n3XTIlENkyg4plQ==

• № - №
• University - University
• Course/year - Course/year
• Level/credits/target - Level/credits/target
• Keyconcepts - Keyconcepts
• Learningoutcomes - Learningoutcomes
• Topics/modules - Topics/modules
• Assignments/practices - Assignments/practices
• Readings - Readings
• Primarysyllabus - Primarysyllabus

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