Breaking the mold of pre-service and in-service teacher education: innovative and successful practices for the twenty-first century

Kesler, Ted

doi:10.1080/10476210.2011.594615

Cited by 9 publications

(10 citation statements)

References 2 publications

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“…Studies specific to science education also show a relationship between belonging and valued outcomes such as interest, persistence, and identification with science (Chen et al, 2021;Hoffman et al, 2021;Hsu & Roth, 2010;Williams et al, 2020). Further, research supports the idea that teachers' own awareness of emotional and social dimensions of learning matters for student outcomes (Jennings, 2011).…”

Section: Discussionmentioning

confidence: 62%

Belonging in science classrooms: Investigating its relation to students' contributions and influence in knowledge building

Penuel

Krumm

Pazera³

et al. 2023

J Res Sci Teach

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Meaningful participation in science and engineering practices requires that students make their thinking visible to others and build on one another's ideas. But sharing ideas with others in small groups and classrooms carries social risk, particularly for students from nondominant groups and communities. In this paper, we explore how students' perceptions of classrooms shape their contributions to classroom knowledge building in science across a wide range of classrooms. We examine the claim that when students feel a sense of belonging in class, they contribute more and perceive their ideas to be more influential in knowledge building. Data comes from classroom exit tickets (n = 10,194) administered in 146 classrooms as part of a 10‐state field test of a new middle‐school science curriculum, OpenSciEd, which were analyzed using mixed effects models. We found that students' sense of belonging predicted the degree to which they contributed ideas out loud in class (Odds ratio = 1.57) as well as the degree to which they perceived their contributions as influencing others (Odds ratio = 1.53). These relationships were particularly strong for students who reported a lower a sense of belonging. We also found significant differences by both race and gender in whether students said they contributed and believed their ideas influenced those of others. These findings suggest that a learner's sense of belonging in class and willingness to contribute may be mutually reinforcing, highlighting the need to promote content‐specific strategies to foster belonging in ways that support collaborative knowledge building.

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Section: Discussionmentioning

confidence: 62%

Belonging in science classrooms: Investigating its relation to students' contributions and influence in knowledge building

Penuel

Krumm

Pazera³

et al. 2023

J Res Sci Teach

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show abstract

“…The development of teachers' socio-emotional skills provides a foundation for the supportive teacher-student relationship that helps effectively manage their classrooms and successfully implement social and emotional learning (Jennings, 2011).According to Hankala's (2013) research, adult educators' socio-emotional skills are closely intertwined with reflectivity, and these skills are important factors for well-being and adaptability. Some define socio-emotional competencies as skills that enable individuals to accomplish tasks, such as recognising and managing their emotions and coping successfully with conflict.…”

Section: Socio-emotional Skillsmentioning

confidence: 99%

Acquiring Socio-emotional Skills through Digital Badge-Driven Learning: A Case Study of Teachers Experiences in Barbados and Trinidad and Tobago

Ruhalahti¹,

Cuenca²,

Rieble-Aubourg³

2023

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This case study aims to examine how Barbadian and Trinbagonian teachers experienced socio-emotional skill learning through a digital badge-driven learning process and what were teachers perceptions on how socio-emotional skill training benefitted teaching and learning. The studys focus is on the teachers reported professional development experiences. Participants (n148) in this study were from pre-primary, primary, and secondary schools. The case study used a mixed-method approach, including quantitative analysis of simple frequencies and qualitative inductive content analysis based on an online questionnaire. The results indicated that the teachers participating in the programme recognise the importance of socio-emotional aspects in the teaching and learning processes. They further revealed that socio-emotional skill training has the greatest impact on teacher-student interaction, and that such skills should be integrated into daily teaching activities to support students personal growth and learning in a school community. The study offers practical recommendations for teachers professional development in Barbados and Trinidad and Tobago.

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“…Studies have reported the importance of developing teachers' understanding of SEL. Understanding SEL can help preschool teachers recognize and manage their emotions and create and practice positive emotions (such as joy and enthusiasm) to stimulate SEL in themselves and their students (Jennings, 2011). It can enhance their self-awareness by developing a realistic understanding of their proficiencies and identifying their emotional strengths and weaknesses (Elias, 2009).…”

Section: Relevance Of Basic Understanding About Social-emotional Lear...mentioning

confidence: 99%

What Do I Know About Social-Emotional Learning: A Comparative Analysis Between Public and Private Preschool Teachers in Punjab

Kaur

Sharma

2022

SAGE Open

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The primary objective is to compare the difference in preschool teachers’ understanding of the five competencies of social-emotional learning (SEL) in India. The purpose is to assist teachers in reflecting on their emotions and knowledge about SEL, which is important for their personal and professional development. However, the research on preschool teachers’ own SEL is very limited in the state of Punjab in India. Therefore, this study examined 90 teachers’ understanding of SEL via a survey and a self-reported questionnaire. The data were analyzed using descriptive statistics (mean and standard deviation) and parametric t-test in SPSS. The results revealed that private preschool teachers of the Ludhiana and Patiala districts of Punjab have better knowledge about the competencies of SEL than public preschool teachers. The findings highlight the need to improve the SEL of both public and private preschool teachers, focusing on public preschool teachers through continuous and effective training interventions.

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Breaking the mold of pre-service and in-service teacher education: innovative and successful practices for the twenty-first century

Cited by 9 publications

References 2 publications

Belonging in science classrooms: Investigating its relation to students' contributions and influence in knowledge building

Belonging in science classrooms: Investigating its relation to students' contributions and influence in knowledge building

Acquiring Socio-emotional Skills through Digital Badge-Driven Learning: A Case Study of Teachers Experiences in Barbados and Trinidad and Tobago

What Do I Know About Social-Emotional Learning: A Comparative Analysis Between Public and Private Preschool Teachers in Punjab

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