Revisiting Gordon's Teacher Effectiveness Training: An Intervention Study on Teachers' Social and Emotional Learning

Autor/inn/en	Talvio, Markus; Lonka, Kirsti; Komulainen, Erkki; Kuusela, Marjo; Lintunen, Taru
Titel	Revisiting Gordon's Teacher Effectiveness Training: An Intervention Study on Teachers' Social and Emotional Learning
Quelle	In: Electronic Journal of Research in Educational Psychology, 11 (2013) 3, S.693-716 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
DOI	10.14204/ejrep.31.13073
Schlagwörter	Foreign Countries; Socialization; Emotional Development; Teacher Effectiveness; Intervention; Elementary School Teachers; Secondary School Teachers; Pretests Posttests; Inservice Teacher Education; Teacher Attitudes; Well Being; Knowledge Level; Skills; Outcomes of Education; Finland + Suchen Sie Ihr Suchwort? Ausland; Socialisation; Sozialisation; Gefühlsbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerfortbildung; Lehrerverhalten; Well-being; Wellness; Wohlbefinden; Wissensbasis; Skill; Fertigkeit; Lernleistung; Schulerfolg; Finnland
Abstract	Introduction: This study explored the development of teachers' social and emotional learning (SEL) skills by using "Teacher Effectiveness Training (TET)" (Gordon Training International) as an intervention with two groups of teachers. Further Gordon's model was approached from the perspective of modern educational psychology. The effects of TET intervention on teachers were examined by utilizing Kirkpatrick and Kirkpatrick's model, since we considered it important to look at various aspects of the outcomes of the intervention, including the participants' reactions, knowledge, knowledge application (skills) and overall well-being. Method: The teachers participating in TET were class teachers ("n" = 20) from one elementary school and subject-matter teachers ("n" = 23) from one secondary school in Finland. The comparison group comprised subject-matter teachers ("n" = 26) who did not participate in TET. The statistical differences of the post-test scores were examined with dependent sample one-way ANOVA. Results: In the comparison group, no differences between the pre- and post-test measurements were found. Among participants, "reactions" towards TET were positive. Further, there were significant results in two other aspects: both "knowledge" and "knowledge application (skills)" improved. The "overall well-being" of the teachers, measured at the end of the intervention, showed minor changes. Conclusion: TET appeared to achieve its goals, since teachers learned to apply SEL skills during the intervention. (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/presentacion.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10