Exploratory Study of Ecuadorian Teachers’ Understanding of Social Emotional Learning: An Examination of Primary School Teachers

Ximena Burgin; Sheila  Coli; Mayra C Daniel

doi:10.26817/16925777.964

Autores/as

Ximena Burgin Northen Illinois University, USA https://orcid.org/0000-0002-3494-569X
Sheila Coli Northern Illinois University, USA https://orcid.org/0000-0002-5893-5285
Mayra C Daniel Northern Illinois University, USA https://orcid.org/0000-0003-2702-0071

DOI:

https://doi.org/10.26817/16925777.964

Palabras clave:

Aprendizaje socioemocional, taller de aprendizaje socioemocional (SEL), desarrollo emocional, desarrollo profesional (DP), perspectivas SEL de los maestros sobre SEL

Resumen

Se ha sugerido que la instrucción directa del aprendizaje socioemocional (SEL) puede mejorar el rendimiento académico y puede reducir los problemas de conducta en las aulas (CASEL, 2020). Este estudio exploratorio proporciona información sobre cómo un grupo de maestros ecuatorianos de una escuela primaria definen y comprenden SEL. Este estudio examinó los cambios en las perspectivas y creencias de los maestros sobre su papel en la integración de SEL en las aulas de la escuela primaria, después de un taller de un día completo centrado en la integración de SEL. Los datos cuantitativos y cualitativos recopilados antes, durante y después del taller de SEL indicaron un cambio positivo en el conocimiento esencial de los maestros sobre el SEL después de la participación en el taller; sin embargo, no se observaron cambios en las percepciones de los maestros sobre su rol en la implementación de SEL. En este artículo de investigación se discuten los desafíos y las implicaciones futuras para una integración efectiva de SEL.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Ximena Burgin, Northen Illinois University, USA

is an Assistant Professor at Northern Illinois University. Her research interests relate to culturally responsive classroom by implementing research-based methodologies to improve students’ academic outcomes. She has developed and evaluated a variety of state and federal programs in K-12 education and adult education, leading her to understand the impact of diverse interventions on academic achievement through the employment of different methodological techniques. She has also taught graduate research classes and she has mentored doctoral students throughout the dissertation process to completion

Sheila Coli, Northern Illinois University, USA

is an experienced English as a Foreign language (EFL) secondary school teacher from Uruguay and a current EdD candidate in the Curriculum and Instruction program at Northern Illinois University. Her research focuses on social emotional learning and teacher development related to teacher’s knowledge to implement SEL in the classroom.

Mayra C Daniel, Northern Illinois University, USA

is a Professor at Northern Illinois University, De Kalb, IL, USA. A native of Cuba who emigrated to the United States at age 10, she personally experienced the merit of teachers who support the academic and SEL development of linguistically diverse students. Her work and research are based on the belief that social justice is alive and well in the hearts of all caring

Referencias bibliográficas

Banks, J. A. (1981). Education in the 80's: Multiethnic Education. Washington, DC: National Education Press.

Banks, J. A. (2014). Cultural Diversity and Education: Foundations, Curriculum, and Teaching. 6th ed. Boston, MA: Allyn and Bacon.

Bassi, M., Busso, M., Urzúa, S., & Vargas, J. (2012). Disconnected: Skills, Education, and Employment in Latin America. Inter-American Development Bank.

Berniell, L., Mata, D., Bernal, R., Camacho, A., Barrera-Osorio, F., Álvarez, F., Brassiolo, P., & Vargas, J. (2017). RED 2016. More skills for work and life: The contributions of families, schools, jobs, and the social environment. Caracas: CAF. http://scioteca.caf.com/handle/123456789/1060

Bisquerra, R. (2003). Educación emocional y competencias básicas para la vida. Revista de Investigación Educativa, 21(1): 7-43.

Bisquerra, R. (2011). Educación emocional. propuestas para educadores y familias. Bilbao: Desclée de Brower.

Bridgeland, J., Bruce, M., & Hariharan, A. (2013). The missing piece: A national teacher survey on how social and emotional learning can empower children and transform schools. A Report for CASEL. Civic Enterprises.

Buckelew, M., & Fishman, A. (2011). Reaching and teaching diverse populations: Strategies for moving beyond stereotypes. Los Angeles, CA: Sage

Busso, M., Cristia, J., Hincapié, D., Messina, J., & Ripani, L. (eds). (2017). Learning better: Public policy for skills development. Inter-American Development Bank. https://doi.org/10.18235/0000799

Castillo, R., Fernández-Berrocal, P., & Brackett, M. A. (2013). Enhancing teacher effectiveness in Spain: A pilot study of the RULER approach to social and emotional learning. Journal of Education and Training Studies, 1(2): 263-272. https://doi.org/10.11114/jets.v1i2.203

Collaborative for Academic, Social, and Emotional Learning (CASEL). 2020. http://www.casel.org/

Collaborative for Academic, Social, and Emotional Learning (CASEL): Resource District Center. 2020. https://drc.casel.org/strengthen-adult-sel-competencies-and-capacity/professional-learning/

Constitución Política del Ecuador. (1998). Constitución política de la República del Ecuador. Titulo I - De los principios fundamentales (Title I - Fundamental principles). https://www.oas.org/juridico/spanish/mesicic2_ecu_anexo15.pdf

Cunningham, W., Acosta, P., & Muller, N. (2016). Minds and behaviors at work: Boosting socioemotional skills for Latin America's workforce. The World Bank. https://doi.org/10.1596/978-1-4648-0884-5

Durlak, J. A., Weissberg, R.P., Dymnicki, A.B., Taylor, R. D., & Schellinger, K.B. (2011). The impact of enhancing students' social and emotional learning: A meta‐analysis of school‐based universal interventions. Child development, 82(1): 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x

Elias, M. J., Zins, J.E., Weissberg, R.P, Frey, K.S., Greenberg, M.T., Haynes, N.M., Kessler, R. Schwab-Stone, M.E., & Shriver, T.P. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Curriculum and Supervision Development.

Ethnologue. (2020). Languages of the world. https://www.ethnologue.com/country/EC/languages

Glaser, B. G., & Strauss, A.L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine. https://doi.org/10.1097/00006199-196807000-00014

Goodman, A., Joshi, H., Nasim, B., & Tyler, C. (2015). Social and emotional skills in childhood and their long-term effects on adult life. London: Institute of Education.

Gregory, A., & Fergus, E. (2017). Social and emotional learning and equity in school discipline. The Future of Children: 117-136. https://doi.org/10.1353/foc.2017.0006

Groulx, J. G., & Silva, C. (2010). Evaluating the development of culturally relevant teaching. Multicultural Perspectives, 12 (1): 3-9. https://doi.org/10.1080/15210961003641120

Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. Richards (Eds.). Cambridge guide to second language teacher education, 30-39. Cambridge, England: Cambridge University Press.

Huerta, M. (2019). Evaluación de habilidades socioemocionales y transversales: un estado del arte. http://www.adelante-i.eu/sites/default/files/nota_conceptual_taller_evaluacion_caf-final.pdf

Instituto Nacional de Evaluación Educativa (INEED). (2020). https://www.ineed.edu.uy/nuestro-trabajo/observatorio-socioemocional.html

Instituto Nacional de Estadísticas y Censos (INEC). (2015). https://bit.ly/1y5pcrD.

Jagers, R. J., Rivas-Drake, D., & Borowski, T. (2018). Equity and social and emotional learning: A cultural analysis. Chicago, IL: CASEL.

Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162-184. https://doi.org/10.1080/00461520.2019.1623032

Kincheloe, J. L. (2008). Critical pedagogy primer. New York, NY: Peter Lang. https://doi.org/10.1007/978-1-4020-8224-5

Leech, N. L., & Onwuegbuzie, A.J. (2007). An array of qualitative data analysis tools: A call for data analysis triangulation. School Psychology Quarterly, 22(4): 557-584. https://doi.org/10.1037/1045-3830.22.4.557

McKown, C. (2017). Social-emotional assessment, performance, and standards. The Future of Children, 157-178. https://doi.org/10.1353/foc.2017.0008

Miles, M. B., Huberman, A.M., & Saldana, J. (2014). Qualitative data analysis. 3rd ed. London, United Kingdom: Sage Publications, Inc.

National Academies of Sciences, Engineering, and Medicine. (2020). Reopening K-12 schools during the COVID-19 pandemic: Prioritizing health, equity, and communities. Washington, DC: The National Academies Press.

Nieto, S.. (2018). Affirming diversity: The sociopolitical context of schools. 7th ed. New York, NY: Longman.

Revista de Educación. (2017). Desarrollo de habilidades socioemocionales: Una tarea que involucra a los colegios.http://www.revistadeeducacion.cl/desarrollo-habilidades-socioemocionales-una-tarea-involucra-los-colegios/

Roffey, S., & McCarthy, F. (2013). Circle solutions, a philosophy and pedagogy for learning positive relationships: What promotes and inhibits sustainable outcomes? International Journal of Emotional Intelligence, 5(1): 36-55.

Schonert-Reichl, K. A., Kitil, M.F., & Hanson-Peterson, J. (2017). To reach the students, teach the teachers: A national scan of teacher preparation and social and emotional learning. A report prepared for the Collaborative for Academic, Social, and Emotional Learning (CASEL). Vancouver, BC: University of British Columbia.

Shulman, L. S., & Sherin, M.G. (2004). Fostering communities of teachers as learners: Disciplinary perspectives. Journal of Curriculum Studies 36 (2): 135-140. https://doi.org/10.1080/0022027032000135049

SUMMA Laboratorio de Investigación e Innovación en Educación para América Latina y el Caribe. 2020. https://www.summaedu.org/

Talvio, M., Lonka, K., Komulainen, E., Kuusela, M.,& Lintunen, T. (2013). Revisiting Gordon's teacher effectiveness training: An intervention study on teachers' social and emotional learning. Electronic Journal of Research in Educational Psychology, 11(3): 693-716.

Taylor, H. E., & Larson, S. (1999). Social and emotional learning in middle school. The Clearing House, 72 (6): 331-336. https://doi.org/10.1080/00098659909599420

The Aspen Institute National Commission on Social, Emotional, and Academic Learning. (2018). https://www.aspeninstitute.org/programs/national-commission-on-social-emotional-and-academic-development/

Van Damme, W., Aguerrondo, I., Crespo Burgos, C., & Robalino Campos, M.. (2013). A story of change: How Ecuador seeks to sustain its development agenda through large scale educational reform. Paper presented at UKFIET International Conference on Education and Development - Education and Development post 2015: Reflecting.

Waajid, B., Garner, P.W., Owen, J.E. (2013). Infusing social emotional learning into the teacher education curriculum. International Journal of Emotional Education, 5 (2): 31-48.

Yoder, N., Posamentier, J., Godek, D., Seibel, K., & Dusenbury, L. (2020). State efforts to elevate social and emotional learning during the pandemic. https://casel.org/wp-content/uploads/2020/08/CASEL-CFC-final.pdf

Zins, J. E. (Ed.). (2004). Building academic success on social and emotional learning: What does the research say? Teachers College Press: New York and London.

Estadísticas de artículo
Vistas de resúmenes
Vistas de PDF
Descargas de PDF
Vistas de HTML
Otras vistas

Estudio exploratorio de la comprensión de los docentes ecuatorianos sobre el aprendizaje socioemocional: un análisis de los docentes de la escuela primaria

Autores/as

DOI:

Palabras clave:

Resumen

Descargas

Biografía del autor/a

Ximena Burgin, Northen Illinois University, USA

Sheila Coli, Northern Illinois University, USA

Mayra C Daniel, Northern Illinois University, USA

Referencias bibliográficas

Descargas

Publicado

Cómo citar

Número

Sección

Licencia

Métricas

Idioma

visitas

Información

tutoriales

Número actual