Evaluation of intervention programs for teacher’s social and emotional learning: An integrative review

Avaliação de programas de intervenção para a aprendizagem socioemocional do professor: Uma revisão integrativa

Authors

  • Alcione Moreira Marques Universidade Federal de São Paulo, Brasil
  • Luiza Hiromi Tanaka Departamento de Administração e Saúde Coletiva, Programa de Pós-Graduação em Enfermagem, Universidade Federal de São Paulo – UNIFESP, Brasil
  • Adriana Queiroz Botelho Foz Programa de Pós-Graduação do Departamento de Psiquiatria e Psicologia Médica, Escola Paulista de Medicina, Universidade Federal de São Paulo – UNIFESP, Brasil

DOI:

https://doi.org/10.21814/rpe.15133

Abstract

The teaching profession generates great emotional demand, which can affect the well-being and generate health problems for teachers. Socioemotional skills involve a set of skills, knowledge and attitudes to better recognize and cope with one's own emotions and the emotional dimension of the students, which can decrease stress and increase the quality of teacher practice. Social-emotional learning can increase internal resources and the competence to better handle professional demands. In this integrative literature review, wesearched the main world databases (SCOPUS, PubMed, ERIC, SciELO, Web of Science, Campbell Collaboration) for studies on specific intervention programs to develop socio-emotional skills of the school teacher, their characteristics and impacts or effects on the teacher. We included 18 articles on studies that aimed at the social-emotional learning of the teacher her/himself, not associated with programs aimed at students. It was concluded that although there are few studies on the subject, all had positive impacts or effects in the increase of social-emotional skills, in health, well-being, or in teaching effectiveness.

Keywords:Teacher; Social and emotional learning; Stress; Integrative review

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Published

2019-06-08

How to Cite

Marques, A. M., Tanaka, L. H., & Foz, A. Q. B. (2019). Evaluation of intervention programs for teacher’s social and emotional learning: An integrative review: Avaliação de programas de intervenção para a aprendizagem socioemocional do professor: Uma revisão integrativa. Portuguese Journal of Education, 32(1), 35–51. https://doi.org/10.21814/rpe.15133

Issue

Vol. 32 No. 1 (2019)

Section

Artigos

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