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Year 2023, Volume: 10 Issue: 3, 473 - 488, 30.12.2023
https://doi.org/10.30900/kafkasegt.1269904

Abstract

References

  • Ahn, H.J. (2005). Teachers’ discussions of emotion in child care centers. Early Childhood Education Journal, 32(4), 237–242. doi:10.1007/s10643-004-1424-6 Ahn, H.J., & Stifter, C. (2006). Child care teachers’ response to children’s emotional expression. Early Education and Development, 17(2), 253–270. doi:10.1207/s15566935eed1702_3
  • Buettner, C. K., Jeon, L., Hur, E., &. Garcia, R. E. (2016). Teachers’ social–emotional capacity: Factors associated with teachers’ responsiveness and professional commitment. Early Education and Development, 27(7), 1018-1039. http://doi.org/10.1080/10409289.2016.1168227
  • CASEL (2005). Safe and sound an educational leader’s guide to evidence‐based social and emotional learning (SEL) programs. Retrieved from https://casel.org/safe-and-sound-guide-to-sel-programs/ CASEL (2017). Key implementation insights from the collaborating districts initiative. Retrieved from https://casel.s3.us-east-2.amazonaws.com/CDI-Insights-Report-May.pdf
  • Ciucci, E,. Baroncelli, A., Toselli, M., & Denham, S.A (2018). Personal and professional emotional characteristics of early childhood teachers and their proneness to communicate with parents and colleagues about children’s emotions. Child & Youth Care Forum, 47(2), 303-316. doi:10.1007/s10566-017-9431-0
  • Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage.
  • Cüntay, S., Şad Polat, C., & Bakanay, E. (2020). Pandemi süreci ve sonrasında sosyal duygusal öğrenme [Socio emotional learning during and afterwards of the pandemics]. Sosyal Duygusal Öğrenme Akademisi.
  • Çoban, A. E., Erdem, A. U., & Iyi, T. I. (2019). Supporting emotion socialization skills of preschool teacher candidates. In Proceedings of 8th Psychological Applications and Trends Conference, 145-149. doi: 10.36315/2019inpact036 2019
  • Darling-Hammond, L., Hyler, M.E., & Gardner, M (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute. Retrieved from https://learningpolicyinstitute.org/sites/default/files/productfiles/Effective_Teacher_Professional_Development_REPORT.pdf
  • Davis, K., Hammett, R., Seagraves-Robinson, T., Christian, D.D., & Low, G. (2021). Social-emotional learning: a framework for practice and pedagogy. AI Practitioner, 23(4), 92-101.
  • Denham, S.A., Bassett, H.H., & Miller, S.L (2017). Early childhood teachers’ socialization of emotion: Contextual and individual contributors. Child & Youth Care Forum, 46(6), 805-824. doi:10.1007/s10566-017-9409-y
  • Denham, S.A., Bassett, H.H., & Zinsser, K (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal, 40(3), 137–143. doi:10.1007/s10643-012-0504-2
  • Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & 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. doi:10.1111/j.1467-8624.2010.01564.x
  • Early, D.M., Maxwell, K.L., Ponder, B.D., & Pan, Y. (2017). Improving teacher-child interactions: A randomized controlled trial of Making the Most of Classroom Interactions and My Teaching Partner professional development models. Early Childhood Research Quarterly, 38(1), 57-70. doi:10.1016/j.ecresq.2016.08.005
  • Elias, M.J., Zins, J.E., Weissberg, T.P., Frey, K.S., Greenberg, M.T., Haynes, N.M., & Shriver, T.P (1997). Promoting Social and Emotional Learning: Guidelines for Educators. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved from http://www.ascd.org/publications/books/197157E4/chapters/The-Need-for-Social-and-Emotional-Learning.aspx
  • Ersay, E. (2015). Preschool teachers’ emotional awareness levels and their responses to children's negative emotions. Procedia-Social and Behavioral Sciences, 191(2015), 1833-1837. doi:10.1016/j.sbspro.2015.04.220
  • Esen Aygün, H., & Şahin Taşkın, Ç. (2019). Öğretmen adaylarının öğretmenlik uygulaması kapsamında bilişsel esnekliğe ilişkin görüşleri. Eğitimde Nitel Araştırmalar Dergisi, 7(4), 1475-1499. doi:10.14689/issn.2148-2624.1.7c.4s.8m
  • Frey, K.S., Nolen, S.B., Van Schoiack Edstro, L., & Hirschstein, M.K (2005). Effects of a school‐based social-emotional competence program: Linking children’s goals, attributions, and behavior. Applied Developmental Psychology, 26(2), 171‐200. doi:10.1016/j.appdev.2004.12.002
  • Fullen, M., & Hargreaves, A. (1992). Teacher development and educational change. In M. Fullan & A. Hargreaves (Eds.), Teacher development and educational change (pp. 1-9). London: Routledge . George, J.M., & Lubben, F. (2002) Facilitating teachers' professional growth through their involvement in creating context-based materials in science. International Journal of Educational Development, 22 ( 6), 659-672. doi:10.1016/S0738-0593(01)00033-5
  • Greenberg, M.T. (2004). Current and future challenges in school-based prevention: The researcher perspective. Prevention Science, 5(1), 5-13. doi:10.1023/b:prev.0000013976.84939.55
  • Gregory, A., Ruzek, E., Hafen, C.A., Mikami, A.Y., Allen, J.P., & Pianta, R.C. (2017). My teaching partner-secondary: A video-based coaching model. Theory Into Practice, 56(1), 38-45. doi:10.1080/00405841.2016.1260402
  • Göl-Güven, M. (2021). Çocuklukta sosyal duygusal öğrenme. İstanbul: Yeni İnsan Yayınevi.
  • Gujarati, J. (2018). Taking action: (Re)imagining professional development through the teacher research project. Inquiry in Education, 10(2), 1-19.
  • Gus, L., Rose, J., & Gilbert, L. (2015). Emotion coaching: A universal strategy for supporting and promoting sustainable emotional and behavioural well-being. Educational & Child Psychology, 32(1), 31-41.
  • Guskey, T.R. (2003). What makes professional development effective?. Phi Delta Kappan, 84(10), 748-750. doi:10.1177/003172170308401007
  • Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811-826. doi:10.1016/S0742-051X(00)00028-7
  • Havighurst, S., & Harley, A. (2007). Tuning in to kids: Emotionally intelligent parenting: Program manual. Melbourne: University of Melbourne.
  • Hoban, G. (1996). A professional development model based on interrelated principles of teacher learning (Unpublished doctoral thesis). University of British Columbia, Vancouver.
  • Jones, S. M., Bouffard, S. M., & Weissbourd, R. (2013). Educators' social and emotional skills are vital to learning. Phi Delta Kappan, 94(8), 62-65.
  • Joseph, G. E., & Strain, P. S. (2003). Comprehensive evidence-based social emotional curricula for young children: An analysis of efficacious adoption potential. Topics in Early Childhood Special Education, 23(2), 62-73. https://doi.org/10.1177%2F02711214030230020201
  • Joyce, R.B., & Showers, B. (1988). Student achievement through staff development. USA: Longman.
  • McCombs, B.L. (2004). The learner-centered psychological principles: A framework for balancing academic achievement and social-emotional learning outcomes. In J. E. Zins R. P. Weissberg, M. C. Wang & H. J.
  • Walberg (Eds.), Building academic success on social and emotional learning what does the research say? (pp. 23-29). USA: Teacher College Press.
  • Milli Eğitim Bakanlığı [MEB] (2022). Başöğretmenlik yetiştirme programı. Ankara: Meb Basımevi. Milli Eğitim Bakanlığı [MEB] (2019). MEB 2023 eğitim vizyon belgesi. Ankara: Meb Basımevi. Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis: An expanded sourcebook. USA: Sage Publications.
  • National Association For The Education Of Young Children (NAEYC). (2011). Early childhood education professional development: Training and technical assistance glossary. Washington, DC.
  • Novick, B., Kress, J.S., & Elias, M.J. (2002). Building learning communities with character: How to integrate academic, social, and emotional learning. USA: ASCD Publications.
  • Pasi, R.J. (2001). Higher expectations: Promoting social-emotional learning and academic achievement in your school. USA: Teachers College Press.
  • Poulou, M. (2007). Social resilience within a social and emotional learning framework: The perceptions of teachers in Greece. Emotional and Behavioural Difficulties, 12(2), 91-104. doi:10.1080/13632750701315482 Patton, M.Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. (Mesut Bütün & Selçuk Beşir Demir, Trans.). Ankara: Pegem Akademi. (Original work published 2001).
  • Roffey, S. (2010). Content and context for learning relationships: A cohesive framework for individual and whole school development. Educational & Child Psychology, 27(1), 156–167.
  • Sandy, S. V., & Boardman, S. K. (2000). The peaceful kids conflict resolution program. International Journal of Conflict Management, 11(4), 337-357. https://doi.org/10.1108/eb022845
  • Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. The Future of Children, 27(1), 137-155.
  • Siegel, D. (2010). Mindsight: Transform your brain with the new science of kindness. NY: Bantam Books Trade Paperbacks.
  • Southam-Gerow, M.A. (2013). Emotion regulation in children and adolescents: A practitioner's guide. NY: Guilford Press.
  • Stern, R. (1999). Hormone-driven kids: A call for social and emotional learning in the middle school years. Voices from the Middle, 7(1), 3-8.
  • Sutton, R.E. (2004). Teaching under high-stakes testing: Dilemmas and decisions of a teacher educator. Journal of Teacher Education, 55(5), 463-475. doi:10.1177/0022487104270186
  • Tran, T. N., & Nguyen, T. D. H. (2021). Literature review of social-emotional competence: approach to professional standards of preschool teachers. In Proceedings of 1st Hanoi Forum on Pedagogical and Educational Sciences, 550-562.
  • Türk Sanayicileri ve İş İnsanları Derneği [TÜSİAD] (2019). Sosyal ve duygusal öğrenme becerileri: Yeni sanayi devriminin eşiğinde iş ve yaşam yetkinliklerinin anahtarı. Retrieved from https://tusiad.org/tr/yayinlar/raporlar/item/10450-sosyal-ve-duygusal-ogrenme-becerileri University of Virginia (2012). My teaching partner. Retrieved from https://education.virginia.edu/myteachingpartner
  • Uygun, S., Ergen, G., & Öztürk, I.H. (2011). A comparison between practical training programs in teacher education in Turkey, Germany, and France. Elementary Education Online, 10(2), 389-405.
  • Ülker, A. (2021). Sosyal duygusal gelişimin kesişim noktası 6: Duygu sosyalleştirme ve duygu koçluğu uygulamaları. In H. Gülay Ogelman (Ed.) Sosyal ve duygusal gelişim (pp. 587-623). Ankara: Eğiten Kitap
  • Weissberg, R.P., & Cascarino, J. (2013). Academic learning + social-emotional learning = national priority. Phi Delta Kappan, 95(2), 8-13.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Akara: Seçkin Publishing.
  • Yin, H.B., & Lee, J.C.K. (2012). Be passionate, but be rational as well: Emotional rules for Chinese teachers’ work. Teaching and Teacher Education, 28(1), 56-65. doi:10.1016/j.tate.2011.08.005
  • Zaslow, M., Tout, K., Halle, T., Whittaker, J.V., & Lavelle, B. (2010). Toward the identification of features of effective professional development for early childhood educators. Literature review. US Department of Education. Retrieved from https://files.eric.ed.gov/fulltext/ED527140.pdf
  • Zins, J.E., & Wagner, D.I. (1997). Educating children and youth for psychological competence. In R.J. Illback & C.T. Cobb (Eds.), Integrated services for children and families: opportunities for psychological practice (pp.137‐156). USA: American Psychological Association.

The Effect of the Socio-Emotional Learning for Professional Development (SEL-PD) Program on Turkish Preservice Teachers’ Knowledge and Practices

Year 2023, Volume: 10 Issue: 3, 473 - 488, 30.12.2023
https://doi.org/10.30900/kafkasegt.1269904

Abstract

The use of socio-emotional learning skills in the classroom is one of the most important teacher competencies. Therefore this study aimed to examine the change in early childhood pre-service teachers’ professional perceptions, knowledge and skills throughout the Socio-Emotional Learning for Professional Development Program which was developed to provide support for pre-service teachers. The sample of this qualitative study consisted from 25 early childhood pre-service teachers whom selected through criterion based purposeful sampling. They met the criterion of completing the School Experience Course and having ongoing teaching practice at a kindergarten with 3-6 year old children. Data collected through Demographic Information Form and Structured Interview Form. Structured interview form include questions regarding participants’ perceptions on teachers’ professional development, emotion socialization responses, their interaction with children and the program outputs on their professional development. The findings showed that pre-service teachers’ perceptions and practices towards professional development and socio-emotional learning have been changed positively after the program implementation. Besides, their emotional awareness and emotion socialization skills have been improved. It is revealed that this changes also improved their classroom practices that they displayed more social emotional learning skills and less negative emotion socialization behaviors during their classroom practices. Findings were asserted concerning the importance of pre-service teacher training in terms of acquiring socio-emotional learning.

References

  • Ahn, H.J. (2005). Teachers’ discussions of emotion in child care centers. Early Childhood Education Journal, 32(4), 237–242. doi:10.1007/s10643-004-1424-6 Ahn, H.J., & Stifter, C. (2006). Child care teachers’ response to children’s emotional expression. Early Education and Development, 17(2), 253–270. doi:10.1207/s15566935eed1702_3
  • Buettner, C. K., Jeon, L., Hur, E., &. Garcia, R. E. (2016). Teachers’ social–emotional capacity: Factors associated with teachers’ responsiveness and professional commitment. Early Education and Development, 27(7), 1018-1039. http://doi.org/10.1080/10409289.2016.1168227
  • CASEL (2005). Safe and sound an educational leader’s guide to evidence‐based social and emotional learning (SEL) programs. Retrieved from https://casel.org/safe-and-sound-guide-to-sel-programs/ CASEL (2017). Key implementation insights from the collaborating districts initiative. Retrieved from https://casel.s3.us-east-2.amazonaws.com/CDI-Insights-Report-May.pdf
  • Ciucci, E,. Baroncelli, A., Toselli, M., & Denham, S.A (2018). Personal and professional emotional characteristics of early childhood teachers and their proneness to communicate with parents and colleagues about children’s emotions. Child & Youth Care Forum, 47(2), 303-316. doi:10.1007/s10566-017-9431-0
  • Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage.
  • Cüntay, S., Şad Polat, C., & Bakanay, E. (2020). Pandemi süreci ve sonrasında sosyal duygusal öğrenme [Socio emotional learning during and afterwards of the pandemics]. Sosyal Duygusal Öğrenme Akademisi.
  • Çoban, A. E., Erdem, A. U., & Iyi, T. I. (2019). Supporting emotion socialization skills of preschool teacher candidates. In Proceedings of 8th Psychological Applications and Trends Conference, 145-149. doi: 10.36315/2019inpact036 2019
  • Darling-Hammond, L., Hyler, M.E., & Gardner, M (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute. Retrieved from https://learningpolicyinstitute.org/sites/default/files/productfiles/Effective_Teacher_Professional_Development_REPORT.pdf
  • Davis, K., Hammett, R., Seagraves-Robinson, T., Christian, D.D., & Low, G. (2021). Social-emotional learning: a framework for practice and pedagogy. AI Practitioner, 23(4), 92-101.
  • Denham, S.A., Bassett, H.H., & Miller, S.L (2017). Early childhood teachers’ socialization of emotion: Contextual and individual contributors. Child & Youth Care Forum, 46(6), 805-824. doi:10.1007/s10566-017-9409-y
  • Denham, S.A., Bassett, H.H., & Zinsser, K (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal, 40(3), 137–143. doi:10.1007/s10643-012-0504-2
  • Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & 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. doi:10.1111/j.1467-8624.2010.01564.x
  • Early, D.M., Maxwell, K.L., Ponder, B.D., & Pan, Y. (2017). Improving teacher-child interactions: A randomized controlled trial of Making the Most of Classroom Interactions and My Teaching Partner professional development models. Early Childhood Research Quarterly, 38(1), 57-70. doi:10.1016/j.ecresq.2016.08.005
  • Elias, M.J., Zins, J.E., Weissberg, T.P., Frey, K.S., Greenberg, M.T., Haynes, N.M., & Shriver, T.P (1997). Promoting Social and Emotional Learning: Guidelines for Educators. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved from http://www.ascd.org/publications/books/197157E4/chapters/The-Need-for-Social-and-Emotional-Learning.aspx
  • Ersay, E. (2015). Preschool teachers’ emotional awareness levels and their responses to children's negative emotions. Procedia-Social and Behavioral Sciences, 191(2015), 1833-1837. doi:10.1016/j.sbspro.2015.04.220
  • Esen Aygün, H., & Şahin Taşkın, Ç. (2019). Öğretmen adaylarının öğretmenlik uygulaması kapsamında bilişsel esnekliğe ilişkin görüşleri. Eğitimde Nitel Araştırmalar Dergisi, 7(4), 1475-1499. doi:10.14689/issn.2148-2624.1.7c.4s.8m
  • Frey, K.S., Nolen, S.B., Van Schoiack Edstro, L., & Hirschstein, M.K (2005). Effects of a school‐based social-emotional competence program: Linking children’s goals, attributions, and behavior. Applied Developmental Psychology, 26(2), 171‐200. doi:10.1016/j.appdev.2004.12.002
  • Fullen, M., & Hargreaves, A. (1992). Teacher development and educational change. In M. Fullan & A. Hargreaves (Eds.), Teacher development and educational change (pp. 1-9). London: Routledge . George, J.M., & Lubben, F. (2002) Facilitating teachers' professional growth through their involvement in creating context-based materials in science. International Journal of Educational Development, 22 ( 6), 659-672. doi:10.1016/S0738-0593(01)00033-5
  • Greenberg, M.T. (2004). Current and future challenges in school-based prevention: The researcher perspective. Prevention Science, 5(1), 5-13. doi:10.1023/b:prev.0000013976.84939.55
  • Gregory, A., Ruzek, E., Hafen, C.A., Mikami, A.Y., Allen, J.P., & Pianta, R.C. (2017). My teaching partner-secondary: A video-based coaching model. Theory Into Practice, 56(1), 38-45. doi:10.1080/00405841.2016.1260402
  • Göl-Güven, M. (2021). Çocuklukta sosyal duygusal öğrenme. İstanbul: Yeni İnsan Yayınevi.
  • Gujarati, J. (2018). Taking action: (Re)imagining professional development through the teacher research project. Inquiry in Education, 10(2), 1-19.
  • Gus, L., Rose, J., & Gilbert, L. (2015). Emotion coaching: A universal strategy for supporting and promoting sustainable emotional and behavioural well-being. Educational & Child Psychology, 32(1), 31-41.
  • Guskey, T.R. (2003). What makes professional development effective?. Phi Delta Kappan, 84(10), 748-750. doi:10.1177/003172170308401007
  • Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811-826. doi:10.1016/S0742-051X(00)00028-7
  • Havighurst, S., & Harley, A. (2007). Tuning in to kids: Emotionally intelligent parenting: Program manual. Melbourne: University of Melbourne.
  • Hoban, G. (1996). A professional development model based on interrelated principles of teacher learning (Unpublished doctoral thesis). University of British Columbia, Vancouver.
  • Jones, S. M., Bouffard, S. M., & Weissbourd, R. (2013). Educators' social and emotional skills are vital to learning. Phi Delta Kappan, 94(8), 62-65.
  • Joseph, G. E., & Strain, P. S. (2003). Comprehensive evidence-based social emotional curricula for young children: An analysis of efficacious adoption potential. Topics in Early Childhood Special Education, 23(2), 62-73. https://doi.org/10.1177%2F02711214030230020201
  • Joyce, R.B., & Showers, B. (1988). Student achievement through staff development. USA: Longman.
  • McCombs, B.L. (2004). The learner-centered psychological principles: A framework for balancing academic achievement and social-emotional learning outcomes. In J. E. Zins R. P. Weissberg, M. C. Wang & H. J.
  • Walberg (Eds.), Building academic success on social and emotional learning what does the research say? (pp. 23-29). USA: Teacher College Press.
  • Milli Eğitim Bakanlığı [MEB] (2022). Başöğretmenlik yetiştirme programı. Ankara: Meb Basımevi. Milli Eğitim Bakanlığı [MEB] (2019). MEB 2023 eğitim vizyon belgesi. Ankara: Meb Basımevi. Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis: An expanded sourcebook. USA: Sage Publications.
  • National Association For The Education Of Young Children (NAEYC). (2011). Early childhood education professional development: Training and technical assistance glossary. Washington, DC.
  • Novick, B., Kress, J.S., & Elias, M.J. (2002). Building learning communities with character: How to integrate academic, social, and emotional learning. USA: ASCD Publications.
  • Pasi, R.J. (2001). Higher expectations: Promoting social-emotional learning and academic achievement in your school. USA: Teachers College Press.
  • Poulou, M. (2007). Social resilience within a social and emotional learning framework: The perceptions of teachers in Greece. Emotional and Behavioural Difficulties, 12(2), 91-104. doi:10.1080/13632750701315482 Patton, M.Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. (Mesut Bütün & Selçuk Beşir Demir, Trans.). Ankara: Pegem Akademi. (Original work published 2001).
  • Roffey, S. (2010). Content and context for learning relationships: A cohesive framework for individual and whole school development. Educational & Child Psychology, 27(1), 156–167.
  • Sandy, S. V., & Boardman, S. K. (2000). The peaceful kids conflict resolution program. International Journal of Conflict Management, 11(4), 337-357. https://doi.org/10.1108/eb022845
  • Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. The Future of Children, 27(1), 137-155.
  • Siegel, D. (2010). Mindsight: Transform your brain with the new science of kindness. NY: Bantam Books Trade Paperbacks.
  • Southam-Gerow, M.A. (2013). Emotion regulation in children and adolescents: A practitioner's guide. NY: Guilford Press.
  • Stern, R. (1999). Hormone-driven kids: A call for social and emotional learning in the middle school years. Voices from the Middle, 7(1), 3-8.
  • Sutton, R.E. (2004). Teaching under high-stakes testing: Dilemmas and decisions of a teacher educator. Journal of Teacher Education, 55(5), 463-475. doi:10.1177/0022487104270186
  • Tran, T. N., & Nguyen, T. D. H. (2021). Literature review of social-emotional competence: approach to professional standards of preschool teachers. In Proceedings of 1st Hanoi Forum on Pedagogical and Educational Sciences, 550-562.
  • Türk Sanayicileri ve İş İnsanları Derneği [TÜSİAD] (2019). Sosyal ve duygusal öğrenme becerileri: Yeni sanayi devriminin eşiğinde iş ve yaşam yetkinliklerinin anahtarı. Retrieved from https://tusiad.org/tr/yayinlar/raporlar/item/10450-sosyal-ve-duygusal-ogrenme-becerileri University of Virginia (2012). My teaching partner. Retrieved from https://education.virginia.edu/myteachingpartner
  • Uygun, S., Ergen, G., & Öztürk, I.H. (2011). A comparison between practical training programs in teacher education in Turkey, Germany, and France. Elementary Education Online, 10(2), 389-405.
  • Ülker, A. (2021). Sosyal duygusal gelişimin kesişim noktası 6: Duygu sosyalleştirme ve duygu koçluğu uygulamaları. In H. Gülay Ogelman (Ed.) Sosyal ve duygusal gelişim (pp. 587-623). Ankara: Eğiten Kitap
  • Weissberg, R.P., & Cascarino, J. (2013). Academic learning + social-emotional learning = national priority. Phi Delta Kappan, 95(2), 8-13.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Akara: Seçkin Publishing.
  • Yin, H.B., & Lee, J.C.K. (2012). Be passionate, but be rational as well: Emotional rules for Chinese teachers’ work. Teaching and Teacher Education, 28(1), 56-65. doi:10.1016/j.tate.2011.08.005
  • Zaslow, M., Tout, K., Halle, T., Whittaker, J.V., & Lavelle, B. (2010). Toward the identification of features of effective professional development for early childhood educators. Literature review. US Department of Education. Retrieved from https://files.eric.ed.gov/fulltext/ED527140.pdf
  • Zins, J.E., & Wagner, D.I. (1997). Educating children and youth for psychological competence. In R.J. Illback & C.T. Cobb (Eds.), Integrated services for children and families: opportunities for psychological practice (pp.137‐156). USA: American Psychological Association.
There are 53 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Ayça Ülker 0000-0003-1893-9115

Tülay İlhan İyi 0000-0002-6735-7501

Aysel Esen Çoban 0000-0002-0631-0064

Publication Date December 30, 2023
Submission Date March 27, 2023
Published in Issue Year 2023 Volume: 10 Issue: 3

Cite

APA Ülker, A., İlhan İyi, T., & Esen Çoban, A. (2023). The Effect of the Socio-Emotional Learning for Professional Development (SEL-PD) Program on Turkish Preservice Teachers’ Knowledge and Practices. E-Kafkas Journal of Educational Research, 10(3), 473-488. https://doi.org/10.30900/kafkasegt.1269904

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