Abstract
Research shows social–emotional learning (SEL) affects young students’ positive behavior which influences students’ academic achievement as well as their well-being. Australian primary school teachers use diverse pedagogical practices and whole-school approaches to promote SEL. This qualitative study enquired about two popular approaches to SEL: whole-school approaches and pedagogical storytelling. The study thematically analyzed in-depth semi-structured interviews with eight primary school teachers and their classroom episodes of pedagogical storytelling interventions. The study found the whole-school approaches such as Positive Behavior for Learning and the Berry Street Education Model to achieve SEL were used to discipline students. Teachers also used pedagogical stories to promote SEL and increase students’ positive behavior. This study highlighted the tremendous power within stories for igniting in-depth discussion to influence SEL. Pedagogical stories provide useful sources to foster children’s emotional wisdom for self-awareness, social awareness, relationship building, and decision making.
Résumé
La recherche montre que l'apprentissage socio-émotionnel (SEL) a un impact sur le comportement positif des jeunes élèves, ce qui influe sur leurs résultats scolaires et leur bien-être. Les enseignants des écoles primaires australiennes utilisent diverses pratiques pédagogiques et des approches globales de l'école pour promouvoir l'apprentissage SEL. Cette étude qualitative s'est intéressée à deux approches populaires de l'apprentissage SEL: les approches globales de l'école et les récits pédagogiques. L'étude a analysé de manière thématique des entretiens semistructurés approfondis avec huit enseignants d'école primaire et les épisodes d'interventions pédagogiques de narration qu'ils ont vécus en classe. L'étude a révélé que les approches scolaires globales, telles que le comportement positif pour l'apprentissage et le modèle d'éducation de Berry Street, étaient utilisées pour discipliner les élèves. Les enseignants ont également utilisé des histoires pédagogiques pour promouvoir le comportement positif à l'égard de l'apprentissage et accroître le comportement positif des élèves. Cette étude a mis en évidence l'énorme pouvoir des histoires pour déclencher des discussions approfondies afin d'influencer le SEL.Les histoires pédagogiques constituent des sources utiles pour favoriser la sagesse émotionnelle des enfants en matière de conscience de soi, de conscience sociale, d'établissement de relations et de prise de décision.
Resumen
Las investigaciones muestran que el aprendizaje socioemocional afecta al comportamiento positivo de los jóvenes estudiantes, lo que influye en su rendimiento académico y en su bienestar. Los profesores de primaria australianos utilizan diversas prácticas pedagógicas y enfoques integrales para promover el SEL. Este estudio cualitativo indagó sobre dos enfoques populares del SEL: los enfoques escolares integrales y la narración pedagógica. Los datos incluyeron entrevistas semiestructuradas en profundidad analizadas temáticamente con ocho profesores de primaria y sus episodios en el aula de intervenciones de narración pedagógica. El estudio reveló que los enfoques escolares integrales, como el Comportamiento Positivo para el Aprendizaje y el Modelo Educativo de Berry Street, se utilizaban para disciplinar a los alumnos. Los profesores también utilizaron historias pedagógicas para promover el SEL y aumentar el comportamiento positivo de los estudiantes. Este estudio puso de relieve el enorme poder de los relatos para suscitar un debate en profundidad que influya en el SEL. Los relatos pedagógicos constituyen fuentes útiles para fomentar la sabiduría emocional de los niños con vistas a la autoconciencia, la conciencia social, la creación de relaciones y la toma de decisiones.
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Gunawardena, M., Koivula, M. Children’s Social–Emotional Development: The Power of Pedagogical Storytelling. IJEC (2023). https://doi.org/10.1007/s13158-023-00381-y
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DOI: https://doi.org/10.1007/s13158-023-00381-y