教师的社会情感学习

IF 4.3 Q1 EDUCATION & EDUCATIONAL RESEARCH
Madora Soutter
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引用次数: 0

摘要

社会和情感学习(SEL)是学生健康和学业成就的重要组成部分,但教师自己的SEL经常被忽视。这项定性研究考察了教育工作者对自己的大学教师准备计划的看法,以更好地了解教师教育工作者如何支持职前教师在该领域的幸福感、准备和寿命。研究结果显示,教师将自己的变革性SEL——一种致力于公平和社会正义的SEL形式(Jagers et al.,2019)——视为他们成功的关键因素,强调了专注于教师自身社会情感发展的批判性和全面准备的重要性。影响集中在将变革性SEL融入教师准备计划的实际方式上,包括重新定义超越学生学术的成功,以不忽视系统性压迫和学校层面障碍的方式关注教师福祉,让教师为他们可能面临的障碍和道德困境的现实做好准备,以及审查发展SEL变革能力的教学大纲和课程。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Social-Emotional Learning for Teachers
Social and emotional learning (SEL) is a crucial part of student wellness and academic achievement, but teachers’ own SEL is often overlooked. This qualitative study examines educators’ perceptions of their own university-level teacher preparation programs to better understand the ways in which teacher educators can support pre-service teachers’ well-being, preparedness, and longevity in the field. Findings reveal that teachers saw their own transformative SEL—a form of SEL committed to equity and social justice (Jagers et al., 2019)—as a key factor for their success, highlighting the importance of critical and holistic preparation that focuses on the social–emotional development of teachers themselves. Implications focus on practical ways transformative SEL can be infused into teacher preparation programs including redefining success beyond student academics alone, focusing on teacher well-being in a way that does not ignore systemic oppression and school-level barriers, preparing teachers for the realities of roadblocks and ethical dilemmas they may face, and examining syllabi and coursework for the development of transformative SEL competencies.
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来源期刊
Journal of Teaching and Learning
Journal of Teaching and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
2.20%
发文量
18
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