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dc.contributor.authorMain, K
dc.date.accessioned2019-10-10T03:24:31Z
dc.date.available2019-10-10T03:24:31Z
dc.date.issued2018
dc.identifier.issn2227-7102
dc.identifier.doi10.3390/educsci8030143
dc.identifier.urihttp://hdl.handle.net/10072/388249
dc.description.abstractEarly adolescence marks a developmental period during which there is a window of opportunity to explicitly teach and make a significant difference in a young person’s development of social and emotional competencies (SECs). All students can benefit from the inclusion of SECs and failing to develop such SECs can result in poor outcomes in several domains including personal, social, and academic outcomes. Research on social and emotional programs for young adolescent learners has shown that a ‘skills and drills’ approach is far less effective than focusing on mind-sets and classroom climate. Although the role teachers play in explicitly teaching and supporting young adolescents’ SECs has been recognised, teachers have reported a lack of confidence in knowing what, and how to teach these skills. This paper reports on a teacher education course that embedded social and emotional skills into both coursework design and assessment expectations. Results drawn from an analysis of students’ responses to their main assessment task showed that pre-service teachers had a growing awareness of SECs and, in particular, were able to recognise the importance of focusing on the building of students’ SECs to support academic success across a broad range of curriculum areas.
dc.description.peerreviewedYes
dc.languageen
dc.publisherMDPI AG
dc.relation.ispartofpagefrom143
dc.relation.ispartofpageto143
dc.relation.ispartofissue3
dc.relation.ispartofjournalEducation Sciences
dc.relation.ispartofvolume8
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1303
dc.titleWalking the Talk: Enhancing Future Teachers’ Capacity to Embed Social-Emotional Learning in Middle Years Classrooms
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationMain, K, Walking the Talk: Enhancing Future Teachers’ Capacity to Embed Social-Emotional Learning in Middle Years Classrooms, Education Sciences, 8 (3), pp. 143-143
dcterms.licensehttp://creativecommons.org/licenses/by/4.0/
dc.date.updated2019-10-10T03:21:15Z
dc.description.versionPublished
gro.rights.copyright© 2018 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited
gro.hasfulltextFull Text
gro.griffith.authorMain, Katherine M.


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