Social-emotional Competencies of Future Early Education Teachers
Abstract
Polish and international research has shown serious changes in the behaviour and well-being of children, adolescents, and adults around the world due to the long period of isolation during the pandemic and the pressure of meeting the expectations of the modern world. It is necessary to introduce programs into kindergartens, schools and universities that are aimed at improving the emotional state and maintaining health in a rapidly changing reality, as well as at preparing students and teachers to emotionally cope with crisis situations. The aim of the article is to present some selected results of the cross-cultural research on Social-Emotional Learning revealed by Polish students of preschool and early school education. The main research problem was: What SEL competences do you think should teachers use to effectively teach their students? The approach applied was based on grounded theory, with the use of NVivo software data analysis. The research tool was a qualitative questionnaire developed by the international research network CASEL (The Collaborative for Academic, Social, and Emotional Learning, casel.org). The findings prove the need, as well as an opportunity, for systemic development of both intrapersonal and interpersonal SEL teacher competences that are the basis for developing these skills in the teaching process.
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