Implementing 21 st century skills at school, including social and emotional learning (SEL), has become increasingly important in many countries. The present study investigated in four countries the development of teachers' SEL, through which people develop their social and emotional intelligence, by using internationally widely-used Lions Quest (LQ) teacher workshops as an intervention. Possible changes in teachers' attitudes, values, knowledge, and skills during the LQ were explored. An exploratory factor analysis was conducted using data from the pre-test responses of two countries. This analysis produced three factors. The created factor structure was further confirmed using pre-test data from another two countries. Repeated measures ANOVA (GLM), giving its ability to perform overall comparisons in one step, and the specified follow-up comparisons were used to examine the gain scores between and within groups, and to statistically control for some characteristics. The results showed that the teachers perceived the importance of the LQ goals as more important after participating in the LQ teachers' workshop. In addition, they felt more competence in implementing the LQ content in their classrooms. Further, teachers valued the LQ higher after the workshop. In the comparison group, however, no changes were found. In conclusion, LQ appears to fulfill the expectations of supporting teachers in implementing LQ content, including 21 st skills and SEL, in the classroom.
Previous research indicates that programmes employing Hellison's Teaching Personal and Social Responsibility (TPSR) model in physical activity have had a positive impact on youth development by increasing participants' positive values, autonomy, life skills, and prosocial behaviour. Despite encouraging results of the effects of TPSR-based programmes, there remains lack of research on the effective content of these programmes, and their implementation and evaluation. The current protocol article describes the development of a TPSR-based instructor training programme and a plan for an intervention study in which novice instructors learn to understand and apply the TPSR model in practice. The participants of the TPSR-based training intervention study are novice instructors who are matched and randomly allocated to a 20-hour TPSR-based training intervention and a sixhour control instructor training without the TPSR content. The proposed study examines whether the intervention is effective in teaching novice physical activity instructors to understand and apply the TPSR model, whether the instructors' personal and social responsibility develops, and whether the training intervention is feasible.
Introducción.. En este estudio exploramos el desarrollo de las habilidades de aprendizaje social y emocional (SEL) de los docentes, mediante el uso de MET [Maestros Eficaz y Técnicamente preparados] (Gordon Training International) como intervención con dos grupos de docentes. También quisimos abordar el modelo de Gordon desde la perspectiva de la psicología educativa moderna. Los efectos de la intervención MET sobre los docentes fueron examinados utilizando el modelo de Kirkpatrick y Kirkpatrick (2006), ya que consideramos importante observar diversos aspectos de los resultados de la intervención, incluyendo las reacciones, el conocimiento, la aplicación del conocimiento (habilidades) y el bienestar general de los participantes.Método. Los docentes participantes en el MET eran tutores (n=20) de un centro de primaria y profesores de materia (n=23) de un centro de secundaria de Finlandia. El grupo de comparación comprendió profesores de materia (n=26) de un centro de secundaria que no participaron en MET. Las diferencias estadísticas de los resultados posteriores a la prueba se examinaron con ANOVA unidireccional de muestra dependiente.Resultados. En el grupo de comparación no se encontraron diferencias entre las mediciones previas y posteriores a la prueba. Entre los participantes las reacciones hacia el MET fueron positivas. Además hubo resultados significativos en otros dos aspectos: mejoraron tanto el conocimiento como la aplicación del conocimiento. El bienestar general de los docentes medido al final de la intervención mostró cambios menores.Conclusión. MET pareció alcanzar sus objetivos, pues los docentes aprendieron a aplicar habilidades de SEL durante la intervención.
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