Teachers' Experiences: Social Emotional Engagement -- Knowledge and Skills

Autor/inn/en	Morgan, Lindee; Close, Sharron; Siller, Michael; Kushner, Elizabeth; Brasher, Susan
Titel	Teachers' Experiences: Social Emotional Engagement -- Knowledge and Skills
Quelle	In: Educational Research, 64 (2022) 1, S.41-59 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1881
DOI	10.1080/00131881.2021.1988865
Schlagwörter	Teaching Experience; Social Emotional Learning; Learner Engagement; Knowledge Level; Teaching Skills; Active Learning; Faculty Development; Preschool Teachers; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; Georgia + Suchen Sie Ihr Suchwort? Wissensbasis; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Aktives Lernen; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten
Abstract	Background: Active classroom engagement is at the heart of children's learning. The definition of active classroom engagement has broadened over time to incorporate aspects of social emotional learning (SEL). SEL -- a developmental process that supports student acquisition of skills to build healthy peer relationships and regulate emotions appropriately -- has increasingly become a priority for schools and educators. At the same time, classrooms have become increasingly diverse. There is a need for teachers to be equipped with suitable support tools to ensure that classroom diversity translates into successful social inclusion and student learning. Purpose: The aim of this study was to explore teachers' experiences and perceived effects of a professional development approach called Social Emotional Engagement -- Knowledge and Skills (SEE-KS), which aims to incorporate support for teachers to help them meet the diverse social-emotional and academic needs of their students. Methods: This study, conducted in the USA, used a qualitative descriptive research design. Participants were 61 teachers, whose practice ranged from preschool (ages 3-5) to high school (ages 14-18). A semi-structured interview guide was used to facilitate six focus group discussions. Focus group data were recorded, transcribed verbatim, and analysed by a team of qualitative experts. Findings: The analysis identified five main themes: 1) dynamic engagement of learning, 2) seeing more than was expected, 3) discovery of challenges and needs, 4) translation of SEE-KS to teaching practice, and 5) creating workable solutions for future implementation. These themes contributed to an overarching theme entitled 'achieving openness to social emotional engagement in teaching'. Conclusions: Teachers provided rich descriptions of their experiences in learning and implementing SEE-KS, including perceived benefits to students and teachers. These findings offer a starting point for future adaptations of and inquiry into SEE-KS as well as highlighting implications for teaching practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01