ГДЕ ИМА ВОЉЕ, ИМА И НАЧИНА: СОЦИЈАЛНЕ НАСТАВНЕ ПРАКСЕ НАСТАВНИКА У ОСНОВНИМ ШКОЛАМА ТОКОМ ПАНДЕМИЈЕ КОВИД-19
DOI:
https://doi.org/10.22190/TEME230120002KKljučne reči:
социоемоционално учење (СЕЛ), наставне праксе, пандемијско образовање, основне школеApstrakt
Истраживање је усмерено ка процени могућности коришћења социјалних наставних пракси (СНП) у условима пандемијског образовања. На узорку од 817 наставника основних школа испитана је флексибилност социјалних наставних пракси у вези са социоемоционалним компетенцијама (СЕК) наставника, генералним тешкоћама извођења наставе током пандемије, задовољством наставника образовањем у време пандемије и перцепцијом будућности професије. Резултати истраживања упућују на то да социоемоционално компетентнији наставници, наставници задовољнији функционисањем образовног система у време пандемије, као и наставници оптимистичнији у вези са својом професионалном будућношћу примењују више СНП. Откривене су разлике у примени социјалних наставних пракси у односу на пол, образовни циклус и модалитет наставе. Резултати истраживања упућују на то да примена социјалних наставних пракси у кризним временима може бити унапређена различитим могућностима подршке у склопу професионалног развоја наставника.
Reference
Aladrović Slovaček, K., & Matković, A. (2020). Croatian teachers during COVID-19 pandemic. Studies in Educational Management, 7, 28-38. doi: 10.32038/sem.2020.07.03
Allen, R., Jerrim, J., & Sims, S. (2020). How did the early stages of the COVID-19 pandemic affect teacher wellbeing? (CEPEO Working Paper No. 20-15). London: UCL Institute of Education, Centre for Education Policy and Equalising Opportunities.
Alves, R., Lopes, T., & Precioso, J. (2021). Teachers' well-being in times of COVID-19 pandemic: Factors that explain professional well-being. IJERI: International Journal of Educational Research and Innovation, 8(1), 203-217. doi: 10.46661/ijeri.5120
Amri, A., Abidli, Z., Elhamzaoui, M., Bouzaboul, M., Rabea, Z., & Ahami, A. O. T. (2020). Assessment of burnout among primary teachers in confinement during the COVID-19 period in Morocco: Case of the Kenitra. The Pan African Medical Journal, 35(2), 92. doi: 10.11604/pamj.supp.2020.35.2.24345
Asbury, K., & Kim, L. (2020). “Lazy, lazy teachers”: Teachers’ perceptions of how their profession is valued by society, policymakers, and the media during COVID-19. PsyArXiv. doi: 10.31234/osf.io/65k8q
Bergdahl, N., & Nouri, J. (2020). COVID-19 and crisis-prompted distance education in Sweden. Technology, Knowledge and Learning. doi: 10.1007/s10758-020-09470-6
Cefai, C., Bartolo P. A., Cavioni, V., & Downes, P. (2018). Strengthening social and emotional education as a core curricular area across the EU: A review of the international evidence (NESET II report). Luxembourg: Publications Office of the European Union.
Cho, V., Mansfield, K. C., & Claughton, J. (2020). The past and future technology in classroom management and school discipline: A systematic review. Teaching and Teacher Education, 90, 1-11. doi: 10.1016/j.tate.2020.103037
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2020). CASEL’s SEL framework: What are the core competence areas and where are they promoted? Retrieved from https://casel.org/casel-sel-framework-11-2020/
Coyne-Foresi, M., & Nowicki, E. (2021). Building connections and relationships at school: Youth reflect on mentoring their younger peers. The Journal of Early Adolescence, 41(2), 332-362. doi: 10.1177%2F0272431620912472
Dutmer, E., & Academies, C. (2020). Teaching as consolation: Re-imagining the teacher-student dynamic in times of emergency. Teaching Classical Languages, 11(2), 15-33.
Fernández-Prados, J. S., Lozano-Díaz, A., & Muyor-Rodríguez, J. (2021). Factors explaining social resilience against COVID-19: The case of Spain. European Societies, 23(1), S111-S121. doi: 10.1080/14616696.2020.1818113
Gueldner, B. A., Feuerborn, L. L., & Merrell, K. W. (2020). Social and emotional learning in the classroom: Promoting mental health and academic success. New York, NY: Guilford Press.
Gulo, E. S. W. WD. (2020). Classroom rules and procedure implementation in preventing the students' disruptive behavior in online class Bachelor thesis, Universitas Pelita Harapan. Retrieved from http://repository.uph.edu/id/eprint/12544
Đerić, I. (2021). Podrška tokom nastave i učenja na daljinu u vreme COVID-19 krize: perspektiva stručnih saradnika. Support during distance learning in time of COVID-19 crisis: perspective of professional associates. In I. Jeremić, N. Nikolić & N. Koruga (Eds.), Vaspitanje i obrazovanje u digitalnom društvu Education in digital society (pp. 25-37). Beograd: Filozofski fakultet Univerziteta u Beogradu, Pedagoško društvo Srbije.
Hadar, L. L., Ergas, O., Alpert, B., & Ariav, T. (2020). Rethinking teacher education in a VUCA world: Student teachers’ social-emotional competencies during the COVID-19 crisis. European Journal of Teacher Education, 43(4), 573-586. doi: 10.1080/02619768.2020.1807513
Halper, L. R., Cowgill, C. M., & Rios, K. (2019). Gender bias in caregiving professions: The role of perceived warmth. Journal of Applied Social Psychology, 49(9), 549-562. doi: 10.1111/jasp.12615
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525. doi: 10.3102%2F0034654308325693
Jensen, E. (2021, February 3). The relationship-building tool the pandemic cannot take away. Jensen Learning. Retrieved from https://www.jensenlearning.com
Jones, A. L., & Kessler, M. A. (2020). Teachers’ emotion and identity work during a pandemic. Frontiers in Education, 5, Article 583775. doi: 10.3389/feduc.2020.583775
Kamei, A., & Harriott, W. (2021). Social emotional learning in virtual settings: Intervention strategies. International Electronic Journal of Elementary Education, 13(3), 365-371.
Khlaif, Z. N., Salha, S., Affouneh, S., Rashed, H., & ElKimishy, L. A. (2020). The Covid-19 epidemic: teachers’ responses to school closure in developing countries. Technology, Pedagogy and Education. doi: 10.1080/1475939X.2020.1851752
Košir, K., Dugonik, Š., Huskić, A., Gračner, J., Kokol, Z., & Krajnc, Ž. (2020). Predictors of perceived teachers’ and school counsellors’ work stress in the transition period of online education in schools during the COVID-19 pandemic. Educational Studies. doi: 10.1080/03055698.2020.1833840
Kozina, A., Vidmar, M., Veldin, M., Pivec, T., & Peras, I. (2021). The role of emotional competencies in psychological responding to COVID-19 pandemic. Psihologija. Advance online publication. doi: 10.2298/PSI200723006K
Lathifah, Z. K., Helmanto, F., & Maryani, N. (2020). The practice of effective classroom management in COVID-19 time. International Journal of Advanced Science and Technology, 29(7), 3263-3271.
Lepp, L., Aaviku, T., Leijen, l., Pedaste, M., & Saks, K. (2021). Teaching during COVID-19: The decisions made in teaching. Education Science, 11(2), 2-21. doi: 10.3390/educsci11020047
Literat, I. (2021). “Teachers act like we’re robots”: TikTok as a window into youth experiences of online learning during COVID-19. AERA Open, 7(1), 1-15. doi: 10.1177%2F2332858421995537
Matiz, A., Fabbro, F., Paschetto, A., Cantone, D., Paolone, A. R., & Crescentini, C. (2020). Positive impact of mindfulness meditation on mental health of female teachers during the COVID-19 outbreak in Italy. International Journal of Environmental Research and Public Health, 17(18), 2-22. doi: 10.3390/ijerph17186450
Miller, K. E. (2021). A light in students' lives: K-12 teachers' experiences (re)building caring relationships during remote learning. Online Learning, 25(1), 115-134. doi: 10.24059/olj.v25i1.2486
Oberle, E., & Schonert-Reichl. K. A. (2016). Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students. Social Science & Medicine, 159, 30-37. doi: https://doi:10.1016/j.socscimed.2016.04.031
Pavin, T., Rijavec, M. & Miljević-Riđičk, R. (2005). Percepcija kvalitete obrazovanja učitelja i nastavnika i nekih aspekata učiteljske i nastavničke profesije iz perspektive osnovnoškolskih učitelja i nastavnika. Perception of the quality of teacher education and some aspects of the teaching profession from the perspective of primary school teachers. In V. Vizek Vidović, (Eds.), Cjeloživotno obrazovanje učitelja i nastavnika: višestruke perspektive Lifelong education of teachers: multiple perspectives (pp. 92-124). Zagreb: Institut za društvena istraživanja.
Pyhältö, K., Pietarinen, J., Haverinen, K., Tikkanen, L., & Soini, T. (2020). Teacher burnout profiles and proactive strategies. European Journal of Psychology of Education, 36, 219-242. doi: 10.1007/s10212-020-00465-6
Reeves, T. C., & Reeves, P. M. (2015). Educational technology research in a VUCA world. Educational Technology, 55(2), 26-30.
Rodriguez, V., Solis, S. L., Mascio, B., Gouley , K.K., Jennings, P.A., & Brotman, L.M. (2020). With awareness comes competency: The five awarenesses of teaching as a framework for understanding teacher social-emotional competency and well-being. Early Education and Development, 31(7), 940-972. doi: 10.1080/10409289.2020.1794496
Ryan, T. (2021). Designing video feedback to support the socioemotional aspects of online learning. Educational Technology Research and Development, 69(1), 137-140. doi: 10.1007/s11423-020-09918-7
Santibañez, L., & Guarino, C. M. (2021). The effects of absenteeism on academic and social- emotional outcomes: Lessons for COVID-19. Educational Researcher, 20(10), 1-9. doi: 10.3102/0013189X21994488
Searles, A. (2020, April 7). Prioritising care and compassion in learning and teaching during the COVID-19 crisis. Griffith University. Retrieved from https://blogs.griffith.edu.au
Sequeira, L., & Dacey, C. M. (2020). The COVID-19 diaries: Identity, teaching, and tearning at a crossroads. Frontiers in Education, 5, Article 586123. doi: 10.3389/feduc.2020.586123
Tošić-Radev, M., & Pešikan, A. (2017). ‘Komadić koji nedostaje’ u procesu obrazovanja – socioemocionalno učenje. ’The missing piece’ in the educational process – Social and emotional learning. Nastava i vaspitanje Teaching and education, 66(1), 37-54. doi: 10.5937/nasvas1701037T
Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (2015). Social and emotional learning: Past, present, and future. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 3-19). New York, NY: The Guilford Press.
Yoder, N. (2014a). Teaching the whole child: Instructional practices that support social emotional learning in three teacher evaluation frameworks. Washington, DC: American Institutes for Research, Center on Great Teachers and Leaders.
Yoder, N. (2014b). Self-assessing social and emotional instruction and competencies: A tool for teachers. Washington, DC: American Institutes for Research, Center on Great Teachers and Leaders.
Yoder, N., & Gurke, D. (2017). Social and emotional learning coaching toolkit: Keeping SEL at the center. Washington, DC: American Institutes for Research.
Yoder, N., Posamentier, J., Godek, D., Seibel, K., & Dusenbury, L. (2020). From response to reopening: State efforts to elevate social and emotional learning during the pandemic. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning (CASEL), Committee for Children.
