Teaching as Mediation: Exploring the Impacts of a Teacher Training Program on Generating Social and Emotional Learning Environments

Autor/inn/en	Teeters, Leah A. Peña; McKimmy, Caitlin; Shedro, Michelle; Ashar, Yoni K.; Alvarez, Adriana; Price, Emily Claire; Dimidjian, Sona
Titel	Teaching as Mediation: Exploring the Impacts of a Teacher Training Program on Generating Social and Emotional Learning Environments
Quelle	In: Journal of Teacher Education and Educators, 10 (2021) 1, S.25-46 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Teeters, Leah A. Peña) ORCID (McKimmy, Caitlin) ORCID (Shedro, Michelle) ORCID (Ashar, Yoni K.) ORCID (Alvarez, Adriana) ORCID (Price, Emily Claire) ORCID (Dimidjian, Sona)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-0456
Schlagwörter	Social Emotional Learning; Faculty Development; Holistic Approach; Student Development; Teaching Methods; Well Being; Classroom Environment; Reflection; Student Centered Learning; Teacher Burnout; Emotional Response; Foreign Countries; Wellness; Social Development; Emotional Development; Teacher Competencies; Grade 4; Grade 5; Grade 6; Elementary School Teachers; Stress Management; Mexico; Classroom Assessment Scoring System; Maslach Burnout Inventory; Interpersonal Reactivity Index + Suchen Sie Ihr Suchwort? Holistischer Ansatz; Teaching method; Lehrmethode; Unterrichtsmethode; Well-being; Wellness; Wohlbefinden; Klassenklima; Unterrichtsklima; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Emotionales Verhalten; Ausland; Well being; Soziale Entwicklung; Gefühlsbildung; Lehrkunst; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Elementary school; Grundschule; Volksschule; Lehrende; Stressmanagement; Stressbewältigung; Mexiko
Abstract	This article investigates a teacher learning program in Mexico, Desarrollo de la Inteligencia a través del Arte: DIA (Development of Intelligence through Art: DIA), that supports teachers in applying holistic approaches to instruction that support social, emotional, academic, and cognitive growth. Using qualitative and quantitative measures, this article analyzes how pedagogical approaches that emphasize social and emotional learning affect teacher well-being and support practices associated with positive classroom culture. Analyses found that the DIA professional development program promotes an increase in teacher practices attending to social and emotional learning, such as emotional awareness, self-reflection, and student-centered learning. Teachers participating in the DIA professional development program also reported less emotional burnout and distress than control teachers. Analyses suggest that the DIA program may serve as a protective factor from emotional distress among teachers, promoting emotional support for students and student-centered learning. (As Provided).
Anmerkungen	Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: https://dergipark.org.tr/en/pub/jtee
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01