THE NEED TO IMPROVE SOCIAL EMOTIONAL COMPETENCES IN THE TRAINING OF FUTURE TEACHERS: STUDENTS' ATTITUDES
DOI:
https://doi.org/10.17770/sie2022vol1.6842Keywords:
improvement, social emotional competences, students, training of future teachersAbstract
Today, scholars raise the need for the development/self-development of social emotional competences in schools and emphasize the importance of its development for successful socialization of children. Scientific articles emphasize the importance of improving teachers' social emotional competences for social emotional education of children. The need to improve social emotional competences is underlined in Lithuanian and European Union documents that point to the importance of high-quality social emotional education and the need to improve teachers' competences. Recently, researches have been focusing mainly on the peculiarities of children's social emotional education, yet the problem of improving social emotional competences of pedagogues is left aside. The article reveals the attitude of students of the Childhood pedagogy study programme towards the existing social emotional competences and substantiates the need for its improvement in the education of future pedagogues. Findings of qualitative research (individual interview with the students) are presented. The results of the study have revealed that students do not always succeed in recognizing and managing the feelings that emerge, especially they lack knowledge and skills to control stressful situations. The analysis of students' perspective highlighted the need for the improvement of social emotional competences in the education of future pedagogues.
References
Agliati, P.A., Barriga, P.A., Cifuentes, A. et al. (2020). Toolkit for Assessing Social and Emotional Skills at School. Retrieved from https://www.researchgate.net/profile/Elisabetta-Conte/publication/343290344_Toolkit_for_Assessing_Social_and_Emotional_Skills_at_School/links/5f217b29299bf134048f9628/Toolkit-for-Assessing-Social-and-Emotional-Skills-at-School.pdf
Antinienė, D., & Lekavičienė, R. (2012). The dynamics of social competence in the last decade: A research of Lithuanian students. Psichologija 45, 89–102. DOI: https://doi.org/10.15388/Psichol.2012.45.1535
Berger, L. P., & Luckmann, T. (1999). Socialinis tikrovės konstravimas: žinojimo sociologijos traktatas. Vilnius: Pradai.
Bitino, B. (2006). Edukologinis tyrimas: sistema ir procesas. Vilnius: Kronta.
Bitinas, B., Rupšienė, L., & Žydžiūnaitė, V. (2008). Kokybinių tyrimų metodologija. Vadovėlis vadybos ir administravimo studentams. II dalis. Klaipėda: SMK.
Bradberry, T., & Greaves, J. (2020). Emocinis intelektas 2.0. Vilnius: Liūtai ne avys.
Braslauskienė, R., Klanienė, I., & Budreikaitė, A. (2021). Developing the competences of primary school teachers through inclusive education. EDULEARN 21: 13th international conference on Education and new learning technologies: conference proceedings: July 5th-6th, 2021, 6556-6564.
CASEL website (2022). CASEL Guide: Fundamentals of SEL Retrieved from https://casel.org/fundamentals-of-sel/
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. (6th ed.). New York: Routledge.
Čiužas, R. (2013). Mokytojo kompetencijos: profesinio meistriškumo siekis: mokslo monografija. Vilnius: Edukologija.
Dėl valstybinės švietimo 2013–2022 metų strategijos patvirtinimo. Respublikos Seimo 2013 m. gruodžio 23 d. nutarimas Nr. XII-745 Valstybės žinios, 140 (7095). 2013. Retrieved from https://www.e-tar.lt/portal/lt/legalAct/b1fb6cc089d911e397b5c02d3197f382
Durlak, J.A., Weissberg, R.P., & Dymnicki, A.B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta – Analysis of School-Based Universal Interventions. Child development, 82, 474–501. DOI: https://doi.org/10.1111/j.1467-8624.2010.01564.x
Frederickson, N., & Cline, T. (2011). Special educational needs, inclusion and diversity. Maidenhead: Open University Press.
Gaižauskaitė, I., & Valavičienė, N. (2016). Socialinių tyrimų metodai: kokybinis interviu. Vilnius: Mykolo Romerio universitetas.
Goleman, D. (2009). Emocinis intelektas. Kodėl jis gali būti svarbesnis nei IQ. Vilnius: Presvika.
Kremenitzer, J.P., & Miller, R. (2008). Are You a Highly Qualified, Emotionally Intelligent Early Childhood Educator? Young Children, 63, 106-108.
Kudriavcevaitė, K., & Lenkauskaitė, J. (2019). Pedagogo kompetencijos ugdant ikimokyklinio amžiaus vaikų emocinį intelektą. Jaunųjų mokslininkų darbai, 49(2), 20-28.
Lekavičienė, R., & Antinienė, D. (2014). The construction principles and problems of the long versionEI-DARL-V2 original measurement methodology of emotional intelligence. Social Sciences, 2(84), 69–80. DOI: http://dx.doi.org/10.5755/j01.ss.84.2.7486
Lietuvos Respublikos švietimo įstatymas įstatymo pakeitimo įstatymas. 2011 m. kovo 17 d. Nr. XI–1281. Retrieved from https://e-seimas.lrs.lt/portal/legalAct/lt/TAD/TAIS.395105/asr
Liubertienė, I., Kunickienė, R., & Kupriūnienė, J. (2015). Socialinių emocinių kompetencijų lavinimas ugdymo įstaigose. Socialinis darbas, 2(4), 91–96.
Malinauskaitė, A. (2011). Efektyvus socialinių ir emocinių kompetencijų skatinimo būdas vaikų darželyje – prevencinė programa „Lubo iš kosmoso!“. Socialinis darbas. Patirtis ir metodai. Nr. 8(2), 73–88.
Mykolaiv, M., Clarkas, K., & Reichas, S.M. (2016). Social-Emotional Learning Opportunities in Online Games for Preschoolers. Emotions, Technology, and Digital Games, 211 – 229. Retrieved from
https://www.sciencedirect.com/science/article/pii/B9780128017388000105
Mikolajczak, M., & Luminet, O. (2008). Trait emotional intelligence and the cognitive appraisal of stressful events: An exploratory study. Personal and Individual Differences, 44, 1445–1453.
Neale, S., Spencer-Arnell, L., & Wilson, L. (2009). Emotional Intelligence Coaching: Improving. Performance for Leaders, Coaches and the Individual. London: Kogan Page Limited.
Nedzinskaitė, R. (2013). Mokytojas lyderis – visuomenės varomoji jėga. Švietimo problemos analizė, 1(87). Retrieved from https://www.nsa.smm.lt/wp-content/uploads/2018/04/Mokytojas-lyderis.pdf
Raudienė, I. (2018). Mokinių socialinių ir emocinių kompetencijų vertinimas kaip sėkmingo vaiko mokymosi prielaida. Socialinis ugdymas, 49(2), 68–78.
Rosenthal, M. K., & Gatt, L. (2010). ‘Learning to Live Together’: training early childhood educators to promote socio-emotional competence of toddlers and pre-school children. European Early Childhood Education Research Journal, 18(3), 223–240. DOI: https://doi.org/10.1080/1350293X.2010.500076
Slušnys, L., & Šukytė, D. (2016). Ką gali mokytojas. Vilnius: Tyto alba.
Talvio, M., Berg, M., Litmanen, T., & Lonka, K. (2016). The Benefits of Teachers Workshops on Their Social and Emotional Intelligence in Four Countries. Creative Education, 7, 2803–2820. DOI: 10.4236/ce.2016.718260
Vaišvidienė, L., & Gedvilienė, G. (2017). Pedagogų vaidmuo ugdant ikimokyklinio amžiaus vaikų emocinį intelektą. Holistinis mokymasis, 3, 11-20. DOI: i.org/10.7220/2351-7409.3.1
Valstybės pažangos strategija Lietuvos pažangos strategija „Lietuva 2030 Retrieved from
https://lrv.lt/uploads/main/documents/files/4_%20LT2030%20rodikliu%20apzvalga_2019-01-14.pdf
Venslovaitė, V., & Danylienė, R. (2018). Socialinis ir emocinis ugdymas: mokytojo perspektyva. ACTA PAEDAGOGICA VILNENSIA.40, 11-126. Retrieved from https://www.zurnalai.vu.lt/acta-paedagogica-vilnensia/article/view/11875/10486
Weaver, L., & Wilding, M. (2020). Penki įsitraukusio mokymo matmenys. Praktinis vadovas pedagogams. UAB Tobula NOVA― leidykla.
Zakrewski, V. (2012). Is Social – Emotional Learning a Luxury? The Greater Good Science Center at the University of California, Berkeley. Retrieved from
https://greatergood.berkeley.edu/article/item/is_social_emotional_learning_a_luxury
Zins, J.E., Bloodworth, M.R., Weissberg, R.P., & Walberg, H.J. (2007). The Scientific Base Linking Social and Emotional Learning to School Success. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? (pp. 3–22). Teachers College Press. Retrieved from
https://www.tandfonline.com/doi/full/10.1080/10474410701413145?scroll=top&needAccess=true
Žydžiūnaitė, V. (2011), Baigiamojo darbo rengimo metodologija: mokomoji knyga. Kaunas: Vitae Litera.
Downloads
Published
Issue
Section
How to Cite
