Filling the Gapimproving the social and emotional competencies of pre-service teachersFilling the gap

  1. Palomera, Raquel 1
  2. Briones, Elena 1
  3. Gómez-Linares, Alicia 1
  4. Vera, Jesús 2
  1. 1 Universidad de Cantabria
    info

    Universidad de Cantabria

    Santander, España

    ROR https://ror.org/046ffzj20

  2. 2 Universidad de Valladolid
    info

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

Journal:
Revista de psicodidáctica

ISSN: 1136-1034

Year of publication: 2017

Volume: 22

Issue: 2

Type: Article

DOI: 10.1016/J.PSICOD.2017.05.002 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de psicodidáctica

Abstract

Although research carried out over the last few decades into Social and Emotional Learning (SEL) has shown the benefits this can have for the well-being and success of both children and teachers, alike, little work has been done with regard to teacher training. The present study explores the impact of a pioneer training program focusing on SEL, implemented in a pre-service teacher curriculum. Through an experiential and collaborative methodology, this compulsory subject aims to develop students’ emotional competencies (self-esteem, empathy, affect), as well as their social competencies (assertiveness, communicative competencies). It was conducted a quasi-experimental study with 250 students who completed several well-known scales in pre-test, post-test assessment and control groups. After controlling for personality traits, findings point to significant effects in favor of the experimental group, who increased self-esteem, empathy and confidence when speaking in public, while fear of public speaking, and negative affect was seen to decrease significantly.

Bibliographic References

  • Altmann, T., Schöonefeld, V., y Roth, M. (2015). Evaluation of an empathy training program to prevent emotional maladjustment symptoms in social professions. Psychology, 6, 1893–1904. http://dx.doi.org/10.4236/psych.2015.614187
  • Barr, J. J. (2011). The relationship between teachers’ empathy and perceptions of school culture. Educational Studies, 37(3), 365–369. http://dx.doi.org/10.1080/03055698.2010.506342
  • Becker, E. S., Goetz, T., Morger, V., y Ranellucci, J. (2014). The importance of teachers’ emotions and instructional behavior for their students’ emotions: An experience sampling analysis. Teaching and Teacher Education, 43, 15–26. http://dx.doi.org/10.1016/j.tate.2014.05.002
  • Bassett, D., Haldenby, A., Tanner, W., y Trewhitt, K. (2010). Every teacher matters. Londres: Reform [consultado 28 Feb 2016] [Disponible en: http://www.reform.co.uk/wp-content/uploads/2014/10/Every-teachermatters-FINAL1.pdf].
  • Bond, B., y Manser, R. (2009). Emotional intelligence interventions to increase student success. Toronto: Higher Education Quality Council of Ontario.
  • Brackett, M. A., y Caruso, D. R. (2007). Emotionally literacy for educators. Cary, NC: SEL media.
  • Brackett, M. A., Palomera, R., Mojsa Kaja, J., Reyes, M. R., y Salovey, P. (2010). Emotion regulation ability, burnout, and job satisfaction among British secondary school teachers. Psychology in the Schools, 47(4), 406–417.
  • Brotheridge, C. M., y Grandey, A. A. (2002). Emotional labor and burnout: Comparing two perspectives of “people work”. Journal of Vocational Behavior, 60(1), 17–39. http://dx.doi.org/10.1006/jvbe.2001.1815
  • Byron, C. M. (2001). The effects of emotional knowledge education in the training of novice teachers. Columbia University: PhD diss., Teachers College.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Lawrence Earlbaum Associates.
  • Collaborative for Academic, Social, & Emotional Learning (2005). Safe and sound: An educational leader’s guide to evidence-based social and emotional learning programs-Illinois edition. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.
  • Davis, M., Stankov, L., y Roberts, R. D. (1998). Emotional intelligence: In search of an elusive construct. Journal of Personality and Social Psychology, 75(4), 989–1015. http://dx.doi.org/10.1037//0022-3514.75.4.989
  • Decety, J., y Lamm, C. (2009). Empathy versus personal distress: Recent evidence from social neuroscience. En J. Decety y W. Ickes (Eds.), The social neuroscience of empathy (pp. 85–98). Cambridge, MS: MIT Press.
  • Diekstra, R. (2008). Effectiveness of school-based social and emotional education programmes worldwide. In Social and emotional education: An international analysis. pp. 271–298. Santander: Fundación Marcelino Botín. En VV. AA.
  • Diener, E., Smith, H. L., y Fujita, F. (1995). The personality structure of affect. Journal of Personality and Social Psychology, 69, 130–141. http://dx.doi.org/10.1037//0022-3514.69.1.130
  • Delors, J. (1996). Treasure within: Report to Unesco of the International Commission on Education for the Twenty first Century. Paris: United Nations Educational.
  • Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., y Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. http://dx.doi.org/10.1111/j.1467-8624.2010.01564.x
  • Ee, J., y Chang, A. (2010). How resilient are our graduate trainee teachers in Singapore? The Asia-Pacific Education Researcher, 19(2), 321–331. http://dx.doi.org/10.3860/taper.v19i2.1600
  • Eisemberg, N., Damon, W., y Lerner, R. M. (Eds.). (2006). Handbook of child psychology. In Social, emotional, and personality development. (3). Hoboken, NJ: John Wiley & Sons.
  • Extremera, N., Durán, A., y Rey, L. (2010). Recursos personales, síndrome de estar quemado por el trabajo y sintomatología asociada al estrés en docentes de enseñanza primaria y secundaria. Ansiedad y Estrés, 16(1), 47–60.
  • Feshbach, N. D., y Feshbach, S. (2009). Empathy and education. En J. Decety y W. Ickes (Eds.), The social neuroscience of empathy (pp. 85–98). Cambridge, MS: MIT Press.
  • Fida, R., Paciello, M., Tramontano, C., Fontaine, R. G., Barbaranelli, C., y Farnese, M. L. (2015). An integrative approach to understanding counterproductive work behavior: The roles of stressors, negative emotions, and moral disengagement. Journal of Business Ethics, 130(1), 131–144. http://dx.doi.org/ 10.1007/s10551-014-2209-5
  • Fornell, C., y Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50.
  • Gallego, J., Aguilar-Parra, J. M., Cangas, A. J., Rosado, A., y Langer, A. I. (2016). Efecto de intervenciones mente/cuerpo sobre los niveles de ansiedad, estrés y depresión en futuros docentes de educación primaria: un estudio controlado. Revista de Psicodidáctica, 21(1), 87–101. http://dx.doi.org/10.1387/revpsicodidact. 13256
  • García Pérez S., y Magaz Lago, A. (2011). Autoinformes de actitudes y valores en la interacciones sociales. Manual de referencia. Burceña-Barakaldo: COHS Consultores en CC.HH. S.L.
  • Gómez-Linares, A., Palomera, R., y Briones, E. (2014). Formación en valores y competencias personales para docentes. Valoración cualitativa del alumnado. Bilbao: Paper presented at the meeting XI Foro Internacional sobre la evaluación de la Calidad de la Investigación y de la Educación Superior (FECIES). July.
  • Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., y Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58(6–7), 466–474. http://dx.doi.org/10.1037/0003-066x.58.6-7.466
  • Horwitz, B. (2002). Communication apprehension: Origins and management. Nueva York: Singular.
  • Judge, T. A., y Bono, J. E. (2001). Relationship of core self-evaluations traits -selfesteem, generalized self-efficacy, locus of control, and emotional stabilitywith job satisfaction and job performance: A meta-analysis. Journal of Applied Psychology, 86(1), 80–92. http://dx.doi.org/10.1037//0021-9010.86.1.80
  • Kornacki, S. A., y Caruso, D. R. (2007). A theory-based practical approach to emotional intelligence training: Ten ways to increase emotional skills. En J. Ciarrochi y J. Mayer (Eds.), Applying emotional intelligence: A practitioner’s guide (pp. 53–88). Nueva York: Psychology Press.
  • López-Goñi, I., y Goñi, J. M. (2012). La competencia emocional en los currículos de formación inicial de los docentes. Un estudio comparativo. Revista de Educación, 357, 467–489. http://dx.doi.org/10.4438/1988-592X-RE-2010-357-069
  • Mansfield, C. F., Beltman, S., Broadley, T., y Weatherby-Fell, N. (2016). Building resilience in teacher education: An evidenced informed framework. Teaching and Teacher Education, 54, 77–87. http://dx.doi.org/10.1016/j.tate.2015.11.016
  • Martín-Albo, J., Núñez, J. L., Navarro, J. G., y Grijalvo, F. (2007). The Rosenberg Self-Esteem Scale: Translation and validation in University students. The Spanish Journal of Psychology, 10(2), 458–467. http://dx.doi.org/ 10.1017/s1138741600006727
  • McCrae, R. R., y Costa, P. T., Jr. (2004). A contemplated revision of the NEO Five-Factor Inventory. Personality and Individual Differences, 36, 587–596. http://dx.doi.org/10.1016/s0191-8869(03)00118-1
  • Méndez, F. X., Inglés, C. J., y Hidalgo, M. D. (1999). Propiedades psicométricas del cuestionario de confianza para hablar en público: Estudio con una muestra de alumnos de enseñanzas medias. Psicothema, 11(1), 65–74.
  • Neil, A. L., y Christensen, H. (2007). Australian school-based prevention and early intervention programs for anxiety and depression: A systematic review. Medical Journal of Australia, 186(6), 305–308.
  • Núnez-Cubero, L. (2008). Pedagogía emocional: Una experiencia de formación en competencias emocionales en el contexto universitario. Cuestiones Pedagógicas, 18, 65–80.
  • Orejudo, S., Fernández-Turrado, T., y Briz, E. (2012). Resultados de un programa para reducir el miedo y aumentar la autoeficacia para hablar en público en estudiantes universitarios de primer año. Estudios sobre Educación, 22, 199–217.
  • Pena, M., Rey, L., y Extremera, N. (2012). Life satisfaction and engagement in elementary and primary educators: Differences in emotional intelligence and gender. Revista de Psicodidáctica, 17(2), 341–358. http://dx.doi.org/ 10.1387/revpsicodidact.1220
  • Pérez-Albéniz, A., de Paúl, J., Etxebarría, J., Montes, M. P., y Torres, E. (2003). Adaptación del Interpersonal Reactivity Index (IRI) al espanol. Psicothema, 15(2), 267–272.
  • Reilly, E., Dhingra, K., y Boduszek, D. (2014). Teachers’ self-efficacy beliefs, self-esteem, and job stress as determinants of job satisfaction. International Journal of Educational Management, 28(4), 365–378. http://dx.doi.org/ 10.1108/ijem-04-2013-0053
  • Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.
  • Sandín, B., Chorot, P., Lostao, L., Joiner, T. E., Santed, M. A., y Valiente, R. M. (1999). Escalas PANAS de afecto positivo y negativo: Validación factorial y convergencia transcultural. Psicothema, 11(1), 37–51.
  • Sinclair, B. B., y Fraser, B. J. (2002). Changing classroom environments in urban middle schools. Learning Environments Research, 5(3), 301–328. http://dx.doi.org/10.1023/A1021976307020
  • Sutton, R. E., y Harper, E. (2009). Teachers’ emotion regulation. En L. J. Saha y A. G. Dworkin (Eds.), International handbook of research on teachers and teaching (pp. 389–401). Nueva York, NY: Springer.
  • Taylor, P. J., Russ-Eft, D. F., y Chan, D. W. (2005). A meta-analytic review of behavior modeling training. Journal of Applied Psychology, 90(4), 692–709. http://dx.doi.org/10.1037/0021-9010.90.4.692
  • Westling, M. (2002). A two-level analysis of classroom climate in relation to social context, group composition, and organization of special support. Learning Environments Research, 5(3), 253–274. http://dx.doi.org/ 10.1023/A1021972206111
  • Zafra, E. L., Martos, M. P., y Martos, P. B. (2014). EQI-Versión corta (EQI-C). Adaptación y validación al español del EQ-i en universitarios. Boletín de Psicología, 110, 21–36.
Data source: Dialnet