Promoting equity through teacher practices: A scoping review on transformative social-emotional learning

Literature on teachers' transformative social-emotional learning (TSEL) is emerging and focuses on improving teachers' competency in delivering and implementing equity-focused SEL among students. Our study is a scoping review aiming to understand the characteristics of existing literature...

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Vydané v:Issues in educational research Ročník 35; číslo 1; s. 422
Hlavní autori: Yadati, Nymisha, Thomas, Benny, Rajan, Santhosh Kareepadath
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Perth 01.01.2025
Predmet:
Classroom Environment
Classrooms
Competence
Database Management Systems
Educational Research
Educational Strategies
Emotional Intelligence
Equity
Guidelines
Information Seeking
Interpersonal Competence
Learner Engagement
Learning Objectives
Minority Group Teachers
Outcomes of Education
Search Strategies
Social & emotional learning
Social justice
Social Problems
Social Responsibility
Stakeholders
Students
Systematic review
Teacher Characteristics
Teacher Competencies
Teacher Educators
Teacher Promotion
Teachers
Teaching
Teaching Methods
Well being
ISSN:0313-7155, 1837-6290
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Shrnutí:Literature on teachers' transformative social-emotional learning (TSEL) is emerging and focuses on improving teachers' competency in delivering and implementing equity-focused SEL among students. Our study is a scoping review aiming to understand the characteristics of existing literature regarding teachers' TSEL, identify gaps, and discuss future research directions. It follows JBI guidelines for a scoping review and the PRISMA-ScR method for screening the literature. A systematic search was conducted in eight databases, and eleven studies were identified. Our findings report the characteristics of the studies and explain related concepts. We found that teachers need to be engaged in transformative SEL education to implement TSEL among students and build healthy teacher-student bonds. Teachers need to incorporate culturally relevant pedagogies in SEL to cater for the needs of students from diverse communities. Stretching was identified as a strategy to integrate social justice issues into traditional SEL practices to make social-emotional learning transformative.
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ISSN:0313-7155
1837-6290