Understanding Teacher Self-Efficacy to Address Students’ Social-Emotional Needs in the COVID-19 Pandemic

Davis, Cassandra R.; Baker, Courtney N.; Osborn, Jacqueline; Overstreet, Stacy

doi:10.1177/00420859221099834

Cited by 7 publications

(3 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…According to the accounts of the teachers interviewed, in educational establishments there is permanent emotional support to address the problems that arise when returning to the classroom after returning to face-to-face classes (Davis et al, 2022). However, on some occasions, this help is not provided quickly enough, due to ignorance of the roles that teachers and other professionals such as psychologists must assume.…”

Section: Emotional Aspects: "Specialized Emotional Support"mentioning

confidence: 99%

Emocionalidad en el aula de primaria de Educación Física postpandemia (Emotionality in the post-pandemic primary physical education classroom)

Almonacid-Fierro,

Aguilar-Valdés,

Souza de Carvalho

et al. 2024

Retos

View full text Add to dashboard Cite

La pandemia ha provocado diferentes consecuencias en la educación y salud de los escolares, siendo los efectos psicológicos uno de los más preocupantes. La escuela y especialmente los profesores de Educación Física están llamados a desempeñar un papel importante en el apoyo emocional de los escolares. El objetivo de este estudio es analizar la percepción de los profesores de Educación Física de la escuela primaria, respecto al ámbito emocional durante el regreso a las clases presenciales. La muestra por conveniencia estuvo conformada por 12 profesores de Educación Física que trabajaban en la enseñanza primaria y que desarrollaron labores durante los años de enseñanza virtual y postpandemia. Se utilizaron entrevistas semiestructuradas para recoger datos relativos a la igualdad de género y años de experiencia. De los relatos emergen categorías asociadas a la emocionalidad en el aula, la brecha de aprendizaje, la importancia de la interacción profesor-alumno, el apoyo emocional especializado, la comunicación efectiva y la regulación emocional. Los docentes realzan el compromiso en la contención y evaluación del estado socioemocional y psicológico de los alumnos, además de asegurar la incorporación de metodologías que consideren el trabajo emocional. Dentro del aula, los docentes reconocen la importancia de la afectividad y la motivación en su despliegue didáctico, promoviendo el aprendizaje a través de un clima de clase saludable. Palabras clave: Aprendizaje, profesor, escuela, deporte, pandemia, emociones. Abstract. The pandemic has caused different consequences in the education and health of schoolchildren, psychological effects being one of the most worrying. The school and especially Physical Education teachers are called on to play an important role in the emotional support of schoolchildren. The aim of this study is to analyze the perceptions of elementary school Physical Education teachers regarding the emotional environment during the return to face-to-face classes. The convenience sample consisted of 12 physical education teachers who worked in elementary schools and were active during the virtual and post-pandemic years. Semi-structured interviews were used to collect data regarding gender equality and years of experience. The stories emerge categories associated with emotionality in the classroom, the learning gap, the importance of teacher-student interaction, specialized emotional support, effective communication and emotional regulation. Teachers enhance the commitment in the containment and evaluation of the socio-emotional and psychological state of the students, in addition to ensuring the incorporation of methodologies that consider emotional work. Inside the classroom, teachers recognize the importance of affectivity and motivation in their didactic deployment, promoting learning through a healthy class climate. Keywords: Learning, teacher, school, sports, pandemic, emotions

show abstract

Section: Emotional Aspects: "Specialized Emotional Support"mentioning

confidence: 99%

Emocionalidad en el aula de primaria de Educación Física postpandemia (Emotionality in the post-pandemic primary physical education classroom)

Almonacid-Fierro,

Aguilar-Valdés,

Souza de Carvalho

et al. 2024

Retos

View full text Add to dashboard Cite

show abstract

“…The year 2019 can be considered as a turning point in using and integrating technology in education. The Covid-19 pandemic, bursting onto the global scene in late 2019, and consequently the shift to online teaching and learning forced almost all teachers to use digital technology for planning their lessons, organizing learning environments (Guo and Lee, 2023), teaching (Dı ´ez-Pascual and Jurado-Sa ´nchez, 2022), supporting students' emotional needs (Kaplan-Rakowski, 2021;Davis et al, 2022), and for their own professional development (Kalman et al, 2022). Many teachers had to adapt quickly to teaching online without training and with little preparation (Dietrich et al, 2020;Rap et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Modes of technology integration in chemistry teaching: theory and practice

Aroch,

Katchevich,

Blonder

2024

Chem. Educ. Res. Pract.

View full text Add to dashboard Cite

The rise of digital technologies since the second half of the 20th century has transformed every aspect of our lives and has had an ongoing effect even on one of the most conservative fields, education, including chemistry education. During the Covid-19 pandemic, chemistry teachers around the world were forced to teach remotely. This situation provided the authors with an opportunity to investigate how chemistry teachers integrate technology into their teaching, compared with how the research literature suggests that it is done. The theoretical framework used in this explorative qualitative study involves chemistry teachers' technological, pedagogical, and content knowledge (TPACK). In particular, the study focused on different modes of technology integration (MOTIs) in chemistry teaching, which is a part of the teachers’ TPACK. In the first stage, five expert chemistry teachers were interviewed so that they could share their extensive experience with technology during online chemistry teaching. Analysis of their interviews revealed that the teachers applied 7 MOTIs in their chemistry teaching. Of these MOTIs, 4 were reported in the chemistry teaching literature: (1) using digital tools for visualization, (2) using open digital databases, (3) using computational methods, and (4) using virtual laboratories and videos of chemical experiments. In addition, the interviews revealed three new MOTIs in chemistry teaching not previously reported: (5) supporting multi-level representations, (6) enabling outreach of chemistry research, and (7) presenting chemistry in everyday life phenomena. In the second research stage, we collected the perspectives of other chemistry teachers (N = 22) regarding the 7 MOTIs. This stage enabled us to validate the findings of the first stage on a wider population and provided data to rate the importance of the seven different MOTIs according to the teachers. We wish to stress that understanding the MOTIs will not only enrich teachers’ theoretical knowledge base regarding integrating technology into chemistry teaching—it will also contribute to chemistry teachers' preparation and professional development programs.

show abstract

“…Furthermore, the role of educators extends beyond the mere transmission of information, encompassing active listening and empathy (Kourmousi et al, 2018). It is imperative for teachers to comprehend the challenges, emotions, and feedback of their students to effectively address their needs (Davis et al, 2022). Pre-service educators undergo a period of learning and personal growth, during which the acquisition of effective communication skills facilitates their ability to assimilate instruction, feedback, and guidance provided by their mentors (Fukkink et al, 2019;Ntshangase & Nkosi, 2022).…”

Section: Introductionmentioning

confidence: 99%

Examination of the relationship between information and communication technology competencies and communication skills

Sergeeva,

Zheltukhina,

Bikbulatova

et al. 2023

CONT ED TECHNOLOGY

View full text Add to dashboard Cite

This study aimed to explore the impact of different dimensions of communication skills, namely competence (COMP), self-esteem (SELF), social communication challenge (SCC), and listening-speaking (LI-S) on the utilization of information and communication technology (ICT) for student support (SS) and instructional design (ID). This study implemented inferential statistical methods to explore the impact of different dimensions of communication skills on the utilization of ICT among pre-service teachers. A sample of 324 pre-service teachers from Kazan Federal University was examined, utilizing validated scales adapted to the Russian context, with data analyzed using structural equation modeling to identify complex relationships between variables and to ascertain potential differences according to gender and department. The results demonstrated a significant positive relationship between participants’ perceived COMP in communication skills and their information and communication technology competencies (ICTCs), both in SS and ID. This suggests the need for targeted training to enhance educators’ communication competencies for optimal ICT utilization. Conversely, SELF and LI-S communication skills did not significantly influence ICTCs, indicating that these elements do not necessarily result in more effective ICT use in educational contexts. However, handling SCCs was positively associated with ICTCs in ID but not for SS, indicating a nuanced relationship between different communication skills and areas of ICT utilization. The study findings provide implications for professional development programs and underline the importance of certain dimensions of communication skills in leveraging ICT in education. Further research is recommended to verify these findings across different populations and educational settings.

show abstract

Understanding Teacher Self-Efficacy to Address Students’ Social-Emotional Needs in the COVID-19 Pandemic

Cited by 7 publications

References 48 publications

Emocionalidad en el aula de primaria de Educación Física postpandemia (Emotionality in the post-pandemic primary physical education classroom)

Emocionalidad en el aula de primaria de Educación Física postpandemia (Emotionality in the post-pandemic primary physical education classroom)

Modes of technology integration in chemistry teaching: theory and practice

Examination of the relationship between information and communication technology competencies and communication skills

Contact Info

Product

Resources

About