Avaliação de programas de intervenção para a aprendizagem socioemocional do professor: Uma revisão integrativa

Abstract

A profissão docente gera grande demanda emocional, o que pode afetar o bem-estar do professor e gerar problemas de saúde. As competências socioemocionais envolvem um conjunto de habilidades, conhecimentos e atitudes para reconhecer e lidar melhor com as próprias emoções e com a dimensão emocional dos alunos, o que pode diminuir o estresse e aumentar a qualidade da prática do professor. A aprendizagem socioemocional pode aumentar os recursos internos e a competência para lidar melhor com as demandas profissionais. Nesta revisão integrativa da literatura buscou-se levantar nas principais bases de dados mundiais (SCOPUS, PubMed, ERIC, SciELO, Web of Science, Campbell Collaboration) os estudos realizados sobre programas de intervenção específicos para desenvolver as competências socioemocionais do professor do ensino básico, suas características e impactos ou efeitos no professor. Foram incluídos 18 artigos sobre estudos que tiveram como objetivo a aprendizagem socioemocional do próprio professor, não associados a programas voltados aos alunos. Concluiu-se que embora haja poucos estudossobre o tema, todos apresentaram impactos ou efeitos positivos no aumento de habilidades socioemocionais, na saúde, bem-estar, ou na eficácia docente.
 Palavras-chave:Professor; Aprendizagem socioemocional; Estresse;Revisão integrativa

Impacts of Social and Emotional Learning Interventions for Teachers on Teachers' Outcomes: A Systematic Review With Meta-Analysis

“…Outcomes were coded on the basis of the afore-mentioned five domains in Chapter 1.2, which were selected in accordance with the indications advanced in prior literature as to the main impact areas of SEL interventions (Jennings and Greenberg, 2009 ; Schonert-Reichl, 2017 ) and supported by previous research (e.g., Marques et al, 2019 ): SEC, Psychological distress, Physical distress, Well-being, and Classroom climate and instructional practices. The subgroup analysis was computed for two assessment points in time [i.e., time 2 (posttest) and follow-up], making it possible to test the temporal stability and sleeper effects of the SEL interventions for teachers.…”

“…Once again, the background literature on the SEL rationale for teachers suggests that this approach is more an operational than a conceptually driven framework (e.g., Jennings and Greenberg, 2009;Durlak et al, 2015;Schonert-Reichl, 2017). Nevertheless, this issue is yet to be studied (e.g., Marques et al, 2019) and deserves further clarification. Moreover, along with SEL for children and youths, SEL for teachers maintains the Emotional intelligence theory as a main theoretical framework of reference, but is also primarily informed by the Transactional model of stress and coping (Lazarus and Folkman, 1984; providing information on main teacher-specific stressors and strategies for stress management) and the Self-determination theory (Deci and Ryan, 1985; providing information on teacher-specific needs which might directly relate to an increased perception of professional competence and of how to promote motivation for behavior change and learning) (Jennings and Greenberg, 2009).…”

“…However, only recently has SEL for teachers per se been considered (Jennings and Greenberg, 2009 ; Durlak et al, 2015 ; Schonert-Reichl, 2017 ), resulting from the acknowledgment that (1) teachers could enhance the impact of SEL on students if they explicitly infused SEL within their classrooms; (2) and that teachers lacked explicit training in SEL and, therefore, professional development training for teachers on how to teach SEL programs' specific content to their students was required (Greenberg et al, 2003 ; Osher et al, 2016 ). On the other hand, most SEL programs continued to assume that teachers were prepared to effectively act as a social and emotional competent role model almost in a dispositional manner (Greenberg et al, 2003 ; Jennings and Greenberg, 2009 ; Durlak et al, 2015 ; Marques et al, 2019 ). These assumptions may have delayed the establishment of a SEL line of intervention specifically targeting teachers and their own SEC development, which has only begun to be addressed in the last decade (Schonert-Reichl, 2017 ; Marques et al, 2019 ), thus explaining why student-centered approaches have continued to be the main focus of SEL over time.…”

“…On the other hand, most SEL programs continued to assume that teachers were prepared to effectively act as a social and emotional competent role model almost in a dispositional manner (Greenberg et al, 2003 ; Jennings and Greenberg, 2009 ; Durlak et al, 2015 ; Marques et al, 2019 ). These assumptions may have delayed the establishment of a SEL line of intervention specifically targeting teachers and their own SEC development, which has only begun to be addressed in the last decade (Schonert-Reichl, 2017 ; Marques et al, 2019 ), thus explaining why student-centered approaches have continued to be the main focus of SEL over time.…”

“…Likewise, Carvalho and Queirós ( 2019 ) conducted a systematic review of 28 studies on the efficacy of stress management interventions for in-service teachers, however, not all stress management interventions can be considered SEL interventions. Additionally, to the best of our knowledge, only one literature review has been published to date concerning SEL interventions developed for in-service teachers (i.e., Marques et al, 2019 ). Nonetheless, this was a first approach to the topic with the sole aim of mapping the quantity and type of SEL interventions for in-service teachers available at the moment.…”