Literaturnachweis - Detailanzeige
| Autor/inn/en | Jacobs, Karen; Struyf, Elke |
|---|---|
| Titel | Integrated Social and Emotional Guidance: What Do Secondary Education Teachers Think? |
| Quelle | In: European Journal of Psychology of Education, 28 (2013) 4, S.1567-1586 (20 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0256-2928 |
| DOI | 10.1007/s10212-013-0182-5 |
| Schlagwörter | Foreign Countries; Teacher Attitudes; Teacher Role; Social Development; Emotional Development; Secondary School Teachers; Secondary School Students; Teacher Surveys; Multiple Regression Analysis; Statistical Analysis; Student Development; Educational Environment; Teacher Collaboration; Belgium |
| Abstract | With a shift in education from the transition of knowledge to the facilitation of the fullest development of every student, social and emotional guidance of students has moved from the margin to the mainstream of education and has become an integrated part of the curriculum. This study examines the perceptions of teachers on this integrated socio-emotional guidance, since they are supposed to play a key role. Teachers' task perception, guiding competence, and the influence of a supportive network at school were investigated by means of a large-scale survey study of 3,336 Flemish secondary education teachers, using descriptive statistics and multiple regression analyses. The results are promising, showing that teachers consider socio-emotional guidance of students as part of their responsibility. Not all teachers, however, are also able to effectively tackle socio-emotional issues and to guide students in their social and emotional development. Professionalization, a collaborative climate, and a clear and shared vision at school are therefore needed. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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