Teacher Candidates’ Training Needs for Social-Emotional Competencies
Keywords:
Social- emotional skills, Pre-service teacher training, Social emotional learning
Abstract
This study aims to identify the training needs of teacher candidates in social-emotional competencies. The study has a convergent parallel design in which qualitative and quantitative data were collected and analyzed during the same phase, and the two sets of results were subsequently merged into an overall interpretation. The qualitative data were obtained through unstructured interviews with 15 academicians selected using convenient sampling, and these data were analyzed through descriptive analysis. The quantitative data were analyzed using the mean scores of the responses to the scenario-based questionnaire administered to 161 teacher candidates selected using convenient sampling. According to the qualitative data analysis, the academicians stated that the social-emotional competencies teacher candidates should own are communication, empathy, self-awareness, and problem-solving competencies, followed by self-management, taking responsibility, entrepreneurship, critical thinking, cooperation, and decision-making competencies. Quantitative data on the mean scores obtained from the answers of the teacher candidates to the scenarios showed low self-knowledge and responsible decision-making competencies and high relationship skills, self-management, and social awareness competencies. When the qualitative data from the interviews and the quantitative data from the scenario-based questionnaire results were interpreted together, it was found that the social-emotional competencies identified by the academics were similar to the needs of teacher candidates in terms of social-emotional competencies. It is recommended that social-emotional competencies be supported by integrating lessons on these competencies in teacher training programs, extra-curricular activities, or curriculum development studies.
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References
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Damodaran, D., Thayyullathil, R. H., Tom, M., & Sivadas, R. K. (2022). Redefining learning through social-emotional learning: A review. International Journal of Health Sciences, 6, 3008-3019.
Davis, K., Hammett, R., Seagraves-Robinson, T., Christian, D.D., & Low, G. (2021). Social-emotional learning: a framework for practice and pedagogy. AI Practitioner, 23(4), 92-101.
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Domitrovich, C., Cortes, R., & Greenberg, M. T. (2007). Improving young children’s social and emotional competence: A randomized trial of the preschool “PATHS” curriculum. The Journal of Primary Prevention, 28(2), 67-91.
Dung, D. T., & Zsolnai, A. (2022). Teachers' social and emotional competence: A new approach to teacher education in Vietnam. Hungarian Educational Research Journal, 12(2), 131-144.
Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. Association for Supervision and Curriculum Development.
Gold, Y., & Roth, R. A. (1993). Teachers managing stress and preventing burnout. Routledge.
Goleman, D. (1995). Emotional intelligence. Bantam Books.
Göksoy, S. (2014). Teacher candidates’ (pedagogical formation students’) communication skills. Creative Education, 5(14), 1334-1340.
Göl-Güven, M. (2016). The Lions Quest program in Turkey: Teachers' views and classroom practices. International Journal of Emotional Education, 8(2), 60-69.
Göl-Güven, M. (2022). Sosyal ve duygusal öğrenmeye dair: tanımı, kuramsal çerçevesi ve uygulamaları. Alternatif Eğitim Dergisi, 7(15), 9-18.
Greenberg, M. T., Kusche, C. A., Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS curriculum. Development and Psychopathology, 7(1), 117–136. https://doi: 10.1017/S0954579400006374
Gueldner, B. A., Feuerborn, L. L., & Merrell, K. W. (2020). Social and emotional learning in the classroom: Promoting mental health and academic success. Guilford Publications.
Halberstadt, A., Dunsmore, J., & Denham, S. A. (2001). Spinning the pinwheel, together: More thoughts on affective social competence. Social Development, 10, 130–136.
Hoffman, M. L. (2000). Empathy and moral development: Implications for caring and justice. Cambridge University Press.
Humphrey, N., Lendrum, A., Wigelsworth, M., & Greenberg, M. T. (Eds.). (2020). Social and emotional learning. Routledge.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to child and classroom outcomes. Review of Educational Research, 79(1), 491–525. https://doi: 10.3102/0034654308325693
Jennings, P. A., & Frank, J. L. (2015). Inservice preparation for educators. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 422–437). Guilford Publications.
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Published
2023-06-24
Section
Articles
How to Cite
Özdemir, E., & Babadoğan, M. (2023). Teacher Candidates’ Training Needs for Social-Emotional Competencies. International Journal of Curriculum and Instructional Studies (IJOCIS), 13(1), 95-122. https://doi.org/https://doi.org/10.31704/ijocis.2023.005
