The Changing Role of Teachers: Utilizing SEL in P/K-12 Classrooms
Start Date
8-11-2017 1:30 PM
End Date
8-11-2017 5:30 PM
Abstract
This study investigated the changing role of teachers in utilizing social-emotional learning (SEL) in P/K-12 classrooms. Two questions guided the study, namely (1) What are the attitudes of teachers working with students who are at-risk as opposed to those working in more affluent areas and what do they see as their role as teachers? (2) What is the extent of social and emotional learning (SEL) in a sample of P/K-12 classrooms? The literature associated with SEL focuses on the success that it has in the classroom as an everyday mindset for teachers as well as students. However, little is known about how extensively teachers use SEL strategies in their classrooms. To explore this in context, educators were surveyed concerning their attitudes toward their role and purpose in classroom settings, followed by selective interviews. Findings will be used in the design of professional learning experiences to equip teachers with evidence-based practices for using SEL in their classrooms, and ultimately, to enhance the educational opportunities and wellbeing of all students.
The Changing Role of Teachers: Utilizing SEL in P/K-12 Classrooms
This study investigated the changing role of teachers in utilizing social-emotional learning (SEL) in P/K-12 classrooms. Two questions guided the study, namely (1) What are the attitudes of teachers working with students who are at-risk as opposed to those working in more affluent areas and what do they see as their role as teachers? (2) What is the extent of social and emotional learning (SEL) in a sample of P/K-12 classrooms? The literature associated with SEL focuses on the success that it has in the classroom as an everyday mindset for teachers as well as students. However, little is known about how extensively teachers use SEL strategies in their classrooms. To explore this in context, educators were surveyed concerning their attitudes toward their role and purpose in classroom settings, followed by selective interviews. Findings will be used in the design of professional learning experiences to equip teachers with evidence-based practices for using SEL in their classrooms, and ultimately, to enhance the educational opportunities and wellbeing of all students.
