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Exploratory Study of Ecuadorian Teachers' Understanding of Social Emotional Learning: An Examination of Primary School Teachers

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Title: Exploratory Study of Ecuadorian Teachers' Understanding of Social Emotional Learning: An Examination of Primary School Teachers
Language: English
Authors: Burgin, Ximena (ORCID 0000-0002-3494-569X), Coli, Sheila (ORCID 0000-0002-5893-5285), Daniel, Mayra C. (ORCID 0000-0003-2702-0071)
Source: GIST Education and Learning Research Journal. Jan-Jun 2021 (22):125-146.
Availability: Institucion Universitaria Columbo Americana UNCA. Calle 19 # 2A - 49 Third Floor, Bogata, Columbia. Tel: +571-281-1777 Ext 1291; e-mail: gist@unica.edu.co; Web site: https://latinjournal.org/index.php/gist/index
Peer Reviewed: Y
Page Count: 22
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, Social Emotional Learning, Teacher Attitudes, Faculty Development, Elementary School Teachers, Knowledge Level, Workshops
Geographic Terms: Ecuador
ISSN: 1692-5777
Abstract: Direct instruction of Social Emotional Learning (SEL) has been suggested for improving academic performance and reducing behavioral issues in classrooms (CASEL, 2020). This exploratory study provides insight into how a group of Ecuadorian elementary school teachers define and understand SEL. It examined changes in teachers' perspectives and beliefs about their role in SEL integration in elementary school classrooms, after a full-day workshop focused on SEL integration. Quantitative and qualitative data collected before, during and after the SEL workshop indicated a positive change in the teachers' foundational knowledge of SEL after participation in the workshop; however, there was no observed change in the teachers' perceptions of their role in the actual implementation of SEL. Challenges and future implications for an effective integration of SEL are discussed in this research article.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1307702
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Exploratory Study of Ecuadorian Teachers' Understanding of Social Emotional Learning: An Examination of Primary School Teachers
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  Data: <searchLink fieldCode="AR" term="%22Burgin%2C+Ximena%22">Burgin, Ximena</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3494-569X">0000-0002-3494-569X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Coli%2C+Sheila%22">Coli, Sheila</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5893-5285">0000-0002-5893-5285</externalLink>)<br /><searchLink fieldCode="AR" term="%22Daniel%2C+Mayra+C%2E%22">Daniel, Mayra C.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2702-0071">0000-0003-2702-0071</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22GIST+Education+and+Learning+Research+Journal%22"><i>GIST Education and Learning Research Journal</i></searchLink>. Jan-Jun 2021 (22):125-146.
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  Data: Institucion Universitaria Columbo Americana UNCA. Calle 19 # 2A - 49 Third Floor, Bogata, Columbia. Tel: +571-281-1777 Ext 1291; e-mail: gist@unica.edu.co; Web site: https://latinjournal.org/index.php/gist/index
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  Data: 22
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Workshops%22">Workshops</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Ecuador%22">Ecuador</searchLink>
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  Data: 1692-5777
– Name: Abstract
  Label: Abstract
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  Data: Direct instruction of Social Emotional Learning (SEL) has been suggested for improving academic performance and reducing behavioral issues in classrooms (CASEL, 2020). This exploratory study provides insight into how a group of Ecuadorian elementary school teachers define and understand SEL. It examined changes in teachers' perspectives and beliefs about their role in SEL integration in elementary school classrooms, after a full-day workshop focused on SEL integration. Quantitative and qualitative data collected before, during and after the SEL workshop indicated a positive change in the teachers' foundational knowledge of SEL after participation in the workshop; however, there was no observed change in the teachers' perceptions of their role in the actual implementation of SEL. Challenges and future implications for an effective integration of SEL are discussed in this research article.
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  Data: 2021
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  Data: EJ1307702
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      – Text: English
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        PageCount: 22
        StartPage: 125
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Social Emotional Learning
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Workshops
        Type: general
      – SubjectFull: Ecuador
        Type: general
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      – TitleFull: Exploratory Study of Ecuadorian Teachers' Understanding of Social Emotional Learning: An Examination of Primary School Teachers
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            NameFull: Coli, Sheila
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            NameFull: Daniel, Mayra C.
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              Value: 1692-5777
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