Teachers' Social-Emotional Characteristics and Student Outcomes: A Commentary

Autor/in	Gill, Michele Gregoire
Titel	Teachers' Social-Emotional Characteristics and Student Outcomes: A Commentary
Quelle	In: Educational Psychologist, 56 (2021) 4, S.323-332 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gill, Michele Gregoire)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520.2021.1991357
Schlagwörter	Stellungnahme; Teacher Characteristics; Social Adjustment; Emotional Adjustment; Outcomes of Education; Psychological Patterns; Teacher Motivation; Self Control; Theory Practice Relationship; Self Efficacy; Teacher Competencies + Suchen Sie Ihr Suchwort? Soziale Anpassung; Emotionale Anpassung; Lernleistung; Schulerfolg; Selbstbeherrschung; Theorie-Praxis-Beziehung; Self-efficacy; Selbstwirksamkeit; Lehrkunst
Abstract	The disconnect between educational theory and practice is problematic for our field. The purpose of this commentary was to explore how that disconnect is being addressed in current research on teachers' social-emotional characteristics and their relation to student outcomes. Three questions framed the analysis underlying this review: What do we now know? What do we still need to know? What does all this matter for schools and classrooms? To answer these questions, Spradley's method of domain analysis was used to examine each of the four articles contained in this special issue. Then the articles were reviewed as a whole in light of the questions above. Strengths and limitations of the extant research on teachers' emotions, motivation, and self-regulation were identified. The commentary concludes with suggestions for future research based on innovations in understanding the complex dynamics at play between teachers and students in school settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01