Social and emotional learning - Portuguese and Spanish teachers’ representations and classroom practices
IntroductionThis study aims to uncover the representations and practices of Portuguese and Spanish school teachers regarding social and emotional learning (SEL), hoping to contribute to filling a perceived gap in the empirical literature of these two countries.MethodsThis is an exploratory qualitati...
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Frontiers Media S.A.
2025-01-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2024.1461964/full |
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| author | Marco Ferreira Marco Ferreira José Reis-Jorge José Reis-Jorge Gustau Olcina-Sempere |
| author_facet | Marco Ferreira Marco Ferreira José Reis-Jorge José Reis-Jorge Gustau Olcina-Sempere |
| author_sort | Marco Ferreira |
| collection | DOAJ |
| description | IntroductionThis study aims to uncover the representations and practices of Portuguese and Spanish school teachers regarding social and emotional learning (SEL), hoping to contribute to filling a perceived gap in the empirical literature of these two countries.MethodsThis is an exploratory qualitative study with a convenience sample of 68 Portuguese and Spanish teachers who responded to an open-ended questionnaire. The teachers’ responses were analyzed following a hybrid approach to the method of thematic analysis. As an extension to the study, we checked the level of similarity of the perspectives and practices expressed by the Portuguese and the Spanish teachers.ResultsThe findings reveal the participants’ awareness of the theoretical foundations of SEL with an emphasis on the association between SEL and students’ mental health. In terms of classroom practices, they tended to implement activities involving students in reflecting on their feelings and emotions to facilitate the development of healthy social and emotional behavior. No significant differences were found between teachers from the two countries.DiscussionOur findings echo previous research showing that teaching SEL cannot be a process carried out haphazardly or intuitively. Teachers who are well-trained and prepared to teach are more willing to change their practices and more likely to implement SEL in their classrooms. Therefore, the development of teaching skills in SEL should be part of initial and in-service teacher training programs to become competent in promoting a whole school approach. |
| format | Article |
| id | doaj-art-0dad4cf13d3a42629a9ea9d820441334 |
| institution | Kabale University |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-0dad4cf13d3a42629a9ea9d8204413342025-01-22T07:15:10ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-01-01910.3389/feduc.2024.14619641461964Social and emotional learning - Portuguese and Spanish teachers’ representations and classroom practicesMarco Ferreira0Marco Ferreira1José Reis-Jorge2José Reis-Jorge3Gustau Olcina-Sempere4Instituto Superior de Educação e Ciências, ISEC Lisboa, Lisbon, PortugalUIDEF, Instituto de Educação, Universidade de Lisboa, Lisbon, PortugalInstituto Superior de Educação e Ciências, ISEC Lisboa, Lisbon, PortugalCETAPS, Universidade Nova de Lisboa, Lisbon, PortugalDepartament d'Educació i Didàctiques Específiques, Universitat Jaume I, Castelló de la Plana, SpainIntroductionThis study aims to uncover the representations and practices of Portuguese and Spanish school teachers regarding social and emotional learning (SEL), hoping to contribute to filling a perceived gap in the empirical literature of these two countries.MethodsThis is an exploratory qualitative study with a convenience sample of 68 Portuguese and Spanish teachers who responded to an open-ended questionnaire. The teachers’ responses were analyzed following a hybrid approach to the method of thematic analysis. As an extension to the study, we checked the level of similarity of the perspectives and practices expressed by the Portuguese and the Spanish teachers.ResultsThe findings reveal the participants’ awareness of the theoretical foundations of SEL with an emphasis on the association between SEL and students’ mental health. In terms of classroom practices, they tended to implement activities involving students in reflecting on their feelings and emotions to facilitate the development of healthy social and emotional behavior. No significant differences were found between teachers from the two countries.DiscussionOur findings echo previous research showing that teaching SEL cannot be a process carried out haphazardly or intuitively. Teachers who are well-trained and prepared to teach are more willing to change their practices and more likely to implement SEL in their classrooms. Therefore, the development of teaching skills in SEL should be part of initial and in-service teacher training programs to become competent in promoting a whole school approach.https://www.frontiersin.org/articles/10.3389/feduc.2024.1461964/fullsocial and emotional learningteaching practicesmental healthself-assessmentqualitative methodology |
| spellingShingle | Marco Ferreira Marco Ferreira José Reis-Jorge José Reis-Jorge Gustau Olcina-Sempere Social and emotional learning - Portuguese and Spanish teachers’ representations and classroom practices Frontiers in Education social and emotional learning teaching practices mental health self-assessment qualitative methodology |
| title | Social and emotional learning - Portuguese and Spanish teachers’ representations and classroom practices |
| title_full | Social and emotional learning - Portuguese and Spanish teachers’ representations and classroom practices |
| title_fullStr | Social and emotional learning - Portuguese and Spanish teachers’ representations and classroom practices |
| title_full_unstemmed | Social and emotional learning - Portuguese and Spanish teachers’ representations and classroom practices |
| title_short | Social and emotional learning - Portuguese and Spanish teachers’ representations and classroom practices |
| title_sort | social and emotional learning portuguese and spanish teachers representations and classroom practices |
| topic | social and emotional learning teaching practices mental health self-assessment qualitative methodology |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2024.1461964/full |
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