Educational inequity for students in highly impacted urban schools in the United States remains a persistent challenge despite efforts to reshape teaching practices. This article argues for the inclusion of holistic qualities of novice teacher effectiveness, including how the social and emotional learning (SEL) of teachers contributes to the development of critically informed pedagogies for teaching culturally and linguistically diverse students. Using data from 21 interviews with novice teachers, mentor teachers, instructional coaches, and school leaders, we argue that the skills and dispositions for student SEL can be used to inform understanding and implementation of culturally responsive pedagogy for novice teachers.

尽管美国努力重塑教学方式，但在美国受严重影响的城市学校中，学生的教育不平等仍然是一个持续的挑战。本文主张将新手教师效能的整体素质包括在内，包括教师的社交和情感学习（SEL）如何促进批判性教学法的发展，以教授文化和语言多样的学生。我们使用21次对新手老师，导师，指导老师和学校领导的访谈所得的数据，我们认为，学生SEL的技能和性格可以用于为新手老师理解和实施对文化敏感的教学法。