Development of Socio-Emotional and Creative Skills in Primary Education: Teachers' Perceptions About the Gulbenkian XXI School Learning Communities Project
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10174/27272 https://doi.org/10.3389/feduc.2019.00160 |
Resumo: | In recent decades, several authors have warned of the need to equip students with skills that include critical thinking, creativity, and emotional management. Emotions can facilitate or impede children's academic engagement, commitment, and ultimate school success since relationships and emotional processes affect how and what we learn. Teachers are the main emotional leaders of their students, and the foundation for promoting emotional balance within their groups is their ability to recognize, understand, and manage their emotions. The SEL approach defends that, as with academic skills, the development of social and emotional skills must be accomplished through explicit instruction. In the academic year 2014/2015, three schools in the Portuguese region of the Alentejo began an innovative 4-year project to promote change in learning. The main goal was to improve learning by promoting the acquisition of basic knowledge within the formal curriculum and to stimulate the development of analytical and practical reasoning skills, resilience and responsibility, as well as technological, emotional, social and creative skills. To this end, the research team created two programs to be developed in primary school, the Emotional Literacy Program (ELP) and the Creative Thinking Development Program (Flow) as well as a training program for teachers, Mediators for Well- Being Program. This article details a study analyzing the perceptions of primary school teachers who participated in the project. Data were collected by interviews and teachers' reflections were analyzed. Content analysis was chosen as the analytical technique as it is appropriate for treating qualitative data. The results show very positive impacts on the professional and personal development of teachers. Teachers reported improvements in student behavior, in the relationships between them and in the classroom environment. They further emphasized the need for teachers to receive more training in emotional education in their academic and in service education. |
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Development of Socio-Emotional and Creative Skills in Primary Education: Teachers' Perceptions About the Gulbenkian XXI School Learning Communities ProjectDesenvolvimento de competencias socio-emocionais e criativas na educação primária: Percepções dos professores acerca do projeto PMA-CEAG XXICreativitySocioemotional competencesteachers' perceptionsprimary educationcritical thinkingeducative inovationCevelopment for wellbeingPMA-CEAG-XXIIn recent decades, several authors have warned of the need to equip students with skills that include critical thinking, creativity, and emotional management. Emotions can facilitate or impede children's academic engagement, commitment, and ultimate school success since relationships and emotional processes affect how and what we learn. Teachers are the main emotional leaders of their students, and the foundation for promoting emotional balance within their groups is their ability to recognize, understand, and manage their emotions. The SEL approach defends that, as with academic skills, the development of social and emotional skills must be accomplished through explicit instruction. In the academic year 2014/2015, three schools in the Portuguese region of the Alentejo began an innovative 4-year project to promote change in learning. The main goal was to improve learning by promoting the acquisition of basic knowledge within the formal curriculum and to stimulate the development of analytical and practical reasoning skills, resilience and responsibility, as well as technological, emotional, social and creative skills. To this end, the research team created two programs to be developed in primary school, the Emotional Literacy Program (ELP) and the Creative Thinking Development Program (Flow) as well as a training program for teachers, Mediators for Well- Being Program. This article details a study analyzing the perceptions of primary school teachers who participated in the project. Data were collected by interviews and teachers' reflections were analyzed. Content analysis was chosen as the analytical technique as it is appropriate for treating qualitative data. The results show very positive impacts on the professional and personal development of teachers. Teachers reported improvements in student behavior, in the relationships between them and in the classroom environment. They further emphasized the need for teachers to receive more training in emotional education in their academic and in service education.Fundação Calouste Gulbenkian, FCTFrontiers in Education2020-02-26T12:02:13Z2020-02-262020-01-21T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttp://hdl.handle.net/10174/27272http://hdl.handle.net/10174/27272https://doi.org/10.3389/feduc.2019.00160porCristóvão AM, Candeias AA and Verdasca JL (2020) Development of Socio-Emotional and Creative Skills in Primary Education: Teachers' Perceptions About the Gulbenkian XXI School Learning Communities Project. Front. Educ. 4:160. doi: 10.3389/feduc.2019.00160https://www.frontiersin.org/articles/10.3389/feduc.2019.00160/fullCHRC; CIEPanamaria.cristovao@gmail.comaac@uevora.ptjcv@uevora.pt681Cristovão, A.Candeias, A. A.Verdasca, J.info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-03T19:22:37Zoai:dspace.uevora.pt:10174/27272Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:17:21.447713Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Development of Socio-Emotional and Creative Skills in Primary Education: Teachers' Perceptions About the Gulbenkian XXI School Learning Communities Project Desenvolvimento de competencias socio-emocionais e criativas na educação primária: Percepções dos professores acerca do projeto PMA-CEAG XXI |
title |
Development of Socio-Emotional and Creative Skills in Primary Education: Teachers' Perceptions About the Gulbenkian XXI School Learning Communities Project |
spellingShingle |
Development of Socio-Emotional and Creative Skills in Primary Education: Teachers' Perceptions About the Gulbenkian XXI School Learning Communities Project Cristovão, A. Creativity Socioemotional competences teachers' perceptions primary education critical thinking educative inovation Cevelopment for wellbeing PMA-CEAG-XXI |
title_short |
Development of Socio-Emotional and Creative Skills in Primary Education: Teachers' Perceptions About the Gulbenkian XXI School Learning Communities Project |
title_full |
Development of Socio-Emotional and Creative Skills in Primary Education: Teachers' Perceptions About the Gulbenkian XXI School Learning Communities Project |
title_fullStr |
Development of Socio-Emotional and Creative Skills in Primary Education: Teachers' Perceptions About the Gulbenkian XXI School Learning Communities Project |
title_full_unstemmed |
Development of Socio-Emotional and Creative Skills in Primary Education: Teachers' Perceptions About the Gulbenkian XXI School Learning Communities Project |
title_sort |
Development of Socio-Emotional and Creative Skills in Primary Education: Teachers' Perceptions About the Gulbenkian XXI School Learning Communities Project |
author |
Cristovão, A. |
author_facet |
Cristovão, A. Candeias, A. A. Verdasca, J. |
author_role |
author |
author2 |
Candeias, A. A. Verdasca, J. |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Cristovão, A. Candeias, A. A. Verdasca, J. |
dc.subject.por.fl_str_mv |
Creativity Socioemotional competences teachers' perceptions primary education critical thinking educative inovation Cevelopment for wellbeing PMA-CEAG-XXI |
topic |
Creativity Socioemotional competences teachers' perceptions primary education critical thinking educative inovation Cevelopment for wellbeing PMA-CEAG-XXI |
description |
In recent decades, several authors have warned of the need to equip students with skills that include critical thinking, creativity, and emotional management. Emotions can facilitate or impede children's academic engagement, commitment, and ultimate school success since relationships and emotional processes affect how and what we learn. Teachers are the main emotional leaders of their students, and the foundation for promoting emotional balance within their groups is their ability to recognize, understand, and manage their emotions. The SEL approach defends that, as with academic skills, the development of social and emotional skills must be accomplished through explicit instruction. In the academic year 2014/2015, three schools in the Portuguese region of the Alentejo began an innovative 4-year project to promote change in learning. The main goal was to improve learning by promoting the acquisition of basic knowledge within the formal curriculum and to stimulate the development of analytical and practical reasoning skills, resilience and responsibility, as well as technological, emotional, social and creative skills. To this end, the research team created two programs to be developed in primary school, the Emotional Literacy Program (ELP) and the Creative Thinking Development Program (Flow) as well as a training program for teachers, Mediators for Well- Being Program. This article details a study analyzing the perceptions of primary school teachers who participated in the project. Data were collected by interviews and teachers' reflections were analyzed. Content analysis was chosen as the analytical technique as it is appropriate for treating qualitative data. The results show very positive impacts on the professional and personal development of teachers. Teachers reported improvements in student behavior, in the relationships between them and in the classroom environment. They further emphasized the need for teachers to receive more training in emotional education in their academic and in service education. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-02-26T12:02:13Z 2020-02-26 2020-01-21T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10174/27272 http://hdl.handle.net/10174/27272 https://doi.org/10.3389/feduc.2019.00160 |
url |
http://hdl.handle.net/10174/27272 https://doi.org/10.3389/feduc.2019.00160 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
Cristóvão AM, Candeias AA and Verdasca JL (2020) Development of Socio-Emotional and Creative Skills in Primary Education: Teachers' Perceptions About the Gulbenkian XXI School Learning Communities Project. Front. Educ. 4:160. doi: 10.3389/feduc.2019.00160 https://www.frontiersin.org/articles/10.3389/feduc.2019.00160/full CHRC; CIEP anamaria.cristovao@gmail.com aac@uevora.pt jcv@uevora.pt 681 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Frontiers in Education |
publisher.none.fl_str_mv |
Frontiers in Education |
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reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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