Increasing the Competence of Teachers in the Formation of Socio-Emotional Skills of Inclusive Classes Pupils

Author: Tetiana Skrypnyk
Institution: Borys Grinchenko Kyiv University
Author: Mariia Maksymchuk
Institution: Borys Grinchenko Kyiv University
Author: Olena Martynchuk
Institution: Borys Grinchenko Kyiv University
Author: Hanna Suprun
Institution: Borys Grinchenko Kyiv University
Author: Roman Pavliuk
Institution: Borys Grinchenko Kyiv University
Year of publication: 2021
Source: Show
Pages: 224-235
DOI Address: https://doi.org/10.15804/tner.21.65.3.18
PDF: tner/202103/tner6518.pdf

The article presents a study aimed at increasing the competence of teachers in the formation of social-emotional skills of inclusive classes pupils. Preliminary study showed a low level of teachers’ awareness of strategies to influence the social-emotional sphere of pupils and the lack of purposeful and consistent action in this direction. The proposed program of increasing the competence of teachers was based on the stages of consistent development of social-emotional skills. The conducted training program demonstrated a significant improvement in the ability of teachers to meaningfully develop social-emotional skills of inclusive classes pupils, which is an important factor for their success in social interaction and life in general.

REFERENCES:

  • Bar-On, R. (2006). The Bar-On Model of Emotional-Social Intelligence (ESI). Psicothema, 18, 13-25.
  • Benn, R., Akiva, T., Arel, S., & Roeser, R.W. (2012). Mindfulness Training Effects for Parents and Educators of Children With Special Needs. Developmental Psychology, 48(5), 1476-1487. doi:10.1037/a0027537
  • Connor, A., Sung, C., Strain, A., Zeng, S.T., & Fabrizi, S. (2020). Building Skills, Confidence, and Wellness: Psychosocial Effects of SoftSkills Training for Young Adults with Autism. Journal of Autism and Developmental Disorders, 50(6), 2064-2076. doi:10.1007/ s10803-019-03962-w
  • Denervaud, S., Mumenthaler, C., Gentaz, E., & Sander, D. (2020). Emotion recognition development: Preliminary evidence for an effect of school pedagogical practices. Learning and Instruction, 69, 8. doi:10.1016/j.learninstruc.2020.101353
  • Drigas, A.S., & Papoutsi, C. (2018). A New Layered Model on Emotional Intelligence. Behavioral Sciences, 8(5), 17. doi:10.3390/bs8050045
  • Dubovyk, S.H., Mytnyk, A.Y., O., M.N., Hupavtseva, N.O., & Ivashkevych, E.E. (2020). Preparing Future Teachers for the Development of Students’ Emotional Intelligence. Journal of Intellectual Disability - Diagnosis and Treatment, 8. doi:10.6000/22922598.2020.08.03.20
  • Hoffmann, J.D., Brackett, M.A., Bailey, C.S., & Willner, C.J. (2020). Teaching Emotion Regulation in Schools: Translating Research Into Practice With the RULER Approach to Social and Emotional Learning. Emotion, 20(1), 105-109. doi:10.1037/emo0000649
  • MacCann, C., Jiang, Y.X., Brown, L.E.R., Double, K.S., Bucich, M., & Minbashian, A. (2020). Emotional Intelligence Predicts Academic Performance: A Meta-Analysis. Psychological Bulletin, 146(2), 150-186. doi:10.1037/bul0000219
  • Martynchuk, O., Skrypnyk, T., Maksymchuk, M., Babych, N., & Biriukova, K. (2021). Professional readiness of future special education teachers for inclusive education in Ukraine. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 3, 159-172. doi:10.17770/sie2021vol3.6409
  • Moeller, R.W., Seehuus, M., & Peisch, V. (2020). Emotional Intelligence, Belongingness, and Mental Health in College Students. Frontiers in Psychology, 11, 10. doi:10.3389/ fpsyg.2020.00093
  • Rabi, N.M., & Zulkefli, M.Y. (2018). Mainstream Teachers’ Competency Requirement for Inclusive Education Program. International Journal of Academic Research in Business and Social Sciences, 8(11). doi:10.6007/ijarbss/v8-i11/5354
  • Robinson, D. (2017). Effective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forward. Teaching and Teacher Education, 61, 164-178. doi:10.1016/j.tate.2016.09.007
  • Shaughnessy, M.F., Moffitt, B., & Cordova, M. (2018). Maslow, Basic Needs and Contemporary Teacher Training Issues. Archives of Current Research International, 14(4), 1-7. doi:10.9734/acri/2018/42858
  • Skrypnyk, T., Martynchuk, O., Klopota, O., & Gudonis, V. (2020). Supporting of children with special needs in inclusive environment by the teachers collaboration. Pedagogika, 138. doi:10.15823/p.2020.138.11
  • Sung, C., Connor, A., Chen, J.E., Lin, C.C., Kuo, H.J., & Chun, J. (2019). Development, feasibility, and preliminary efficacy of an employment-related social skills intervention for young adults with high-functioning autism. Autism, 23(6), 1542-1553. doi:10.1177/1362361318801345
  • Szalma, J.L. (2014). On the Application of Motivation Theory to Human Factors/Ergonomics: Motivational Design Principles for Human-Technology Interaction. Human Factors, 56(8), 1453-1471. doi:10.1177/0018720814553471
  • Tankersley, D., Brajkovich, S., & Handzar, S. (2012). Professional Development Tool for Improving Quality of Practices in Primary School: The Netherlands: International Step by Step Association.
  • Trevisan, D., Abel, E., Brackett, M., & McPartland, J. (2021). Considerations About How Emotional Intelligence can be Enhanced in Children With Autism Spectrum Disorder. Frontiers in Education, 6. doi:10.3389/feduc.2021.639736
  • Tveit, H.H., Drugli, M.B., Fossum, S., Handegård, B.H., & Stenseng, F. (2020). Does the Incredible Years Teacher Classroom Management programme improve child-teacher relationships in childcare centres? A 1-year universal intervention in a Norwegian community sample. European Child & Adolescent Psychiatry, 29(5), 625-636. doi:10.1007/ s00787-019-01387-5
  • Valente, S., Lourenco, A.A., Alves, P., & Dominguez-Lara, S. (2020). The role of the teacher’s emotional intelligence for efficacy and classroom management. Revista Ces Psicologia, 13(2), 18-31. doi:10.21615/cesp.13.2.2
  • Van Bockstaele, B., Notebaert, L., Macleod, C., Salemink, E., Clarke, P.J.F., Verschuere, B.,... Wiers, R.W. (2019). The effects of attentional bias modification on emotion regulation. Journal of Behavior Therapy and Experimental Psychiatry, 62, 38-48. doi:10.1016/j.jbtep.2018.08.010
  • Wilczynski, S.M., LaBrie, A., Baloski, A., Kaake, A., Marchi, N., & Zoder-Martell, K. (2017). Web-based teacher training and coaching/feedback: A Case Study. Psychology in the Schools, 54(09 March 2017). doi:10.1002/pits.22005
  • Zhao, J.L., Cai, D., Yang, C.Y., Shields, J., Xu, Z.N., & Wang, C.Y. (2020). Trait Emotional Intelligence and Young Adolescents’ Positive and Negative Affect: The Mediating Roles of Personal Resilience, Social Support, and Prosocial Behavior. Child & Youth Care Forum, 49(3), 431-448. doi:10.1007/s10566-019-09536-2
  • Zirkel, S. (2000). Social Intelligence: The Development and Maintenance of Purposive behavior. In The Handbook of Emotional Intelligence (pp. 546). San Francisco: Jossey-Bass.

social-emotional skills teacher competence pupils with SEN inclusive education expert coaching

Message to:

 

 

© 2017 Adam Marszałek Publishing House. All rights reserved.

Projekt i wykonanie Pollyart