Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Teachers’ Social–Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality
Teachers’ social–emotional competencies are essential to educational quality. This study aimed to describe the theoretical background and relevance of teachers’ social–emotional competencies. We conducted a systematic review with a critical, theoretical review approach. The results showed that the concept has an increasingly complex history and followed a structured course from 1920 to present. Five main models have been identified: emotional regulation, prosocial classroom, Collaborative Association of Social Emotional Learning, Bar-On emotional intelligence, and emotional intelligence. There are measurement instruments consistent with four of the identified models; however, the model that does not have its own instrument uses different available scales. Specific recommendations are proposed to develop social and emotional competencies in educational public policies, which include school leadership, assessment, and teacher professional training. In conclusion, it is relevant to have clear guidelines that conceive and conceptualize social–emotional competence univocally. These guidelines would allow the design of instruments with a comprehensive and sufficient theoretical base that reflect the multidimensionality of the concept, provide a precise measure to assess the effectiveness of intervention programs, and enlist teachers who seek the development of the different skills that involve social–emotional competencies.
Teachers’ Social–Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality
Teachers’ social–emotional competencies are essential to educational quality. This study aimed to describe the theoretical background and relevance of teachers’ social–emotional competencies. We conducted a systematic review with a critical, theoretical review approach. The results showed that the concept has an increasingly complex history and followed a structured course from 1920 to present. Five main models have been identified: emotional regulation, prosocial classroom, Collaborative Association of Social Emotional Learning, Bar-On emotional intelligence, and emotional intelligence. There are measurement instruments consistent with four of the identified models; however, the model that does not have its own instrument uses different available scales. Specific recommendations are proposed to develop social and emotional competencies in educational public policies, which include school leadership, assessment, and teacher professional training. In conclusion, it is relevant to have clear guidelines that conceive and conceptualize social–emotional competence univocally. These guidelines would allow the design of instruments with a comprehensive and sufficient theoretical base that reflect the multidimensionality of the concept, provide a precise measure to assess the effectiveness of intervention programs, and enlist teachers who seek the development of the different skills that involve social–emotional competencies.
Teachers’ Social–Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality
Gissela Lozano-Peña (Autor:in) / Fabiola Sáez-Delgado (Autor:in) / Yaranay López-Angulo (Autor:in) / Javier Mella-Norambuena (Autor:in)
2021
Aufsatz (Zeitschrift)
Elektronische Ressource
Unbekannt
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