Search

Modern learning psychology places an emphasis on the ability of teachers to promote their students' social and emotional learning (SEL) and living a good life. Research on precisely how teachers promote SEL and well-being among their students, however, remains scarce. This study focused on evaluating the Lions Quest teaching workshop (LQ), which aims to improve the knowledge and skills of teachers in SEL and to promote a healthy and meaningful life among students. In total, 153 Finnish teachers participated in LQ. We compared these to 61 Finnish teachers who did not participate in the LQ training as well as a second comparison group consisting of 46 Finnish teachers to investigate the possible effects of pre-testing. We collected data from the intervention group before and after the training and from the first comparison group at approximately the same time points. Data from the second comparison group was collected only once. Using the repeated measures general linear model, we analyzed teachers' readiness to promote the LQ goals from two perspectives, namely from participants' experienced importance of those goals and their perceived competence in promoting them. In addition, we evaluated task values among participants. Teachers participating in LQ rated the goals as more important and relevant after receiving training. Furthermore, participants from the intervention group felt more competent in skills related to the LQ goals than the comparison groups. This study adds to both the theoretical and practical development of teachers' skills in contemporary contexts.

Introduction: The global trend of new curricula in many OECD countries indicates that social interaction skills are becoming increasingly important. Educators need to start fostering the development of learners' social competences, which requires development of their own knowledge and skills. This study investigated the possible change in teachers' knowledge, their applied knowledge, and their sense of competence during the Lions Quest (LQ) workshops. For us to measure this, the participants responded to the LQ inquiry. Method: We collected ten samples from 2120 participants in nine countries. Of all the participants, 1206 teachers attended the LQ teacher workshops (intervention group). Comparison data were collected from 914 teachers not participating in the LQ, and the mean sum scores from the multi-item measures were computed and used as variables in further analyses. We specified a multivariate mixed design, in which we examined the effect of the intervention with regard to mean change over time across groups in the variables. Sample-wise, we explored the within-group mean differences between pre- and post-test scores and evaluated the effect sizes for the intervention. Results: The results indicated that the intervention had a positive effect on the participants across all samples apart from one, and that teachers benefitted from continuous training on social and emotional learning (SEL). Discussion and Conclusion: The results of the present study indicate that even a relatively short-term, low-cost intervention in teachers' SEL is worthwhile. Successful SEL enables teachers and their students to face challenges more easily, inside and outside school, now and in the future.

The qualitative changes in teachers' responses in challenging situations were analysed during a four-day Teacher Effectiveness Training (TET) course, which aimed at improving teachers' interpersonal dynamics with pupils, parents and colleagues. The participants were 21 teachers from one elementary and 23 teachers from one secondary school attending a TET course in Finland. Qualitative abductive content analysis was used to classify the data. Frequencies based on this analysis were also looked at. After TET the teachers described the behaviour of their pupils and expressed their feelings and the actual consequences of that behaviour, instead of using generalized labels and subjective interpretations of the pupils' behaviour. They were also more likely to support pupils' autonomy and agency by acknowledging pupils more, by increased listening or by asking pupils to participate actively in problem solving. This study deepens our understanding of the nature of the qualitative shift in teachers' thinking during interaction training.

This document is an editorial titled "Innovations in teaching and learning: international approaches in developing teacher education and curriculum for the future." It discusses the challenges faced by educators in refining their instructional methods, such as population mobility and globalization. The editorial emphasizes the importance of creating positive learning environments and incorporating digital solutions into pedagogical strategies. The document also highlights recent studies on pedagogy and educational psychology, covering themes such as teacher-student interaction, language learning, and teacher professional development. The aim of the research topic is to gather scientific insights from diverse stakeholders to develop creative pedagogical concepts suitable for the diverse contexts of twenty-first-century educational settings. [Extracted from the article]

Introduction: This study explored the development of teachers' social and emotional learning (SEL) skills by using "Teacher Effectiveness Training (TET)" (Gordon Training International) as an intervention with two groups of teachers. Further Gordon's model was approached from the perspective of modern educational psychology. The effects of TET intervention on teachers were examined by utilizing Kirkpatrick and Kirkpatrick's model, since we considered it important to look at various aspects of the outcomes of the intervention, including the participants' reactions, knowledge, knowledge application (skills) and overall well-being. Method: The teachers participating in TET were class teachers ("n" = 20) from one elementary school and subject-matter teachers ("n" = 23) from one secondary school in Finland. The comparison group comprised subject-matter teachers ("n" = 26) who did not participate in TET. The statistical differences of the post-test scores were examined with dependent sample one-way ANOVA. Results: In the comparison group, no differences between the pre- and post-test measurements were found. Among participants, "reactions" towards TET were positive. Further, there were significant results in two other aspects: both "knowledge" and "knowledge application (skills)" improved. The "overall well-being" of the teachers, measured at the end of the intervention, showed minor changes. Conclusion: TET appeared to achieve its goals, since teachers learned to apply SEL skills during the intervention.

Copyright of Estonian Journal of Education / Eesti Haridusteaduste Ajakiri is the property of University of Tartu Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Engaging Learning Environment (ELE) model was introduced into a company’s work-place to support the learning and well-being of the employees. The participants were 107 middle managers: E-learning group (n = 42) and a comparison group (n = 42) as well as a blended ELE intervention group (n = 23) assigned by the company that combined e-learning and face-to-face sessions. All groups participated in pre- and post-tests. The participants’ knowledge was assessed by 16 MCQs and their application skills by the Dealing with Challenging Interaction (DCI) method which consisted of case studies. The descriptions of how to act in case situations were content analysed. A repeated measures GLM was used to determine whether knowledge and skills changed during the leadership training, and whether their belonging to one of the groups had any bearing on this. The analysis showed that the e-learning group improved their performance more than the comparison group and the results of the ELE intervention group improved even more. Therefore, it is possible to learn communication skills online. [ABSTRACT FROM AUTHOR]