Teachers' perceptions of challenges to integrating social emotional learning professional development into EFL teacher training programs

Q1 Social Sciences
Mona Najjarpour
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Abstract

Cultivating social-emotional competence is crucial for equipping English as a Foreign Language (EFL) teachers to navigate the intricate socio-emotional demands of the classroom. While fostering Social and Emotional Learning (SEL) within the teacher community offers a promising strategy, a significant gap exists in the dearth of such specialized programs designed to cultivate social-emotional well-being in EFL teachers. This lack of tailored initiatives raises question about the challenges hindering the integration of SEL-based professional development in EFL teacher training programs. To explore these challenges, this qualitative study elicited the perceptions of 18 Iranian EFL teachers, selected through convenience sampling. Participants completed an online open-ended questionnaire and participated in four online focus group discussions. Content and thematic analysis of the responses revealed several key challenges, including content deficiency, resource scarcity, educational system priorities, limited acceptance, neglect of SEL value, and chronological constraints. These findings advocate for a transformative shift in EFL teacher training, emphasizing the importance of teacher SEL and requiring authorities to prioritize its integration, embrace innovation, and allocate necessary resources. The implications of these findings are far-reaching, affecting materials developers, teacher professional development programs, authorities, and policymakers. By promoting SEL awareness and investing in relevant resources, these stakeholders can collectively enhance EFL teachers' social-emotional well-being, improving their ability to manage classroom challenges.
教师对将社会情感学习专业发展纳入英语教师培训计划的挑战的认知
培养社会情感能力对于帮助英语教师应对课堂上复杂的社会情感需求至关重要。虽然在教师群体中培养社会和情感学习(SEL)是一种很有前途的策略,但在培养英语教师社会和情感健康方面,缺乏这种专门的项目。这种量身定制的举措的缺乏提出了一个问题,即在英语教师培训计划中整合基于外语的专业发展面临的挑战。为了探讨这些挑战,本定性研究通过方便抽样的方式,对18名伊朗英语教师进行了调查。参与者完成了一份在线开放式问卷,并参加了四次在线焦点小组讨论。对回应的内容和主题分析揭示了几个关键挑战,包括内容不足、资源稀缺、教育系统优先级、接受程度有限、忽视SEL价值以及时间限制。这些发现提倡对英语教师培训进行变革,强调教师SEL的重要性,并要求当局优先考虑其整合,拥抱创新,并分配必要的资源。这些发现的影响是深远的,影响到材料开发商、教师专业发展计划、当局和政策制定者。通过提高SEL意识和投资相关资源,这些利益相关者可以共同提高英语教师的社会情感幸福感,提高他们管理课堂挑战的能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
8.90
自引率
0.00%
发文量
0
审稿时长
69 days
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