SOCIAL EMOTIONAL LEARNING SKILLS FROM SECONDARY EDUCATION TEACHERS: A PHENOMENOLOGICAL STUDY

In this study, it is aimed to create various meanings of the concept of Social and Emotional Learning (SEL) from the eyes of teachers working at secondary education level and to determine their awareness about this concept. The research is a qualitative research and was carried out with a phenomenol...

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Autores principales:	Cihan KILIÇ, Bünyamin BAVLI
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2021
Materias:	social and emotional learning secondary education teacher phenomenology qualitative research Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/0af16e852b3242acb6fdf9dbb4e33366
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spelling	oai:doaj.org-article:0af16e852b3242acb6fdf9dbb4e333662021-11-24T09:20:32ZSOCIAL EMOTIONAL LEARNING SKILLS FROM SECONDARY EDUCATION TEACHERS: A PHENOMENOLOGICAL STUDY2148-416310.29228/JASSS.52187https://doaj.org/article/0af16e852b3242acb6fdf9dbb4e333662021-10-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=acd371db-c8d4-47e9-ae9e-21fd966f3aed.pdf&key=52187https://doaj.org/toc/2148-4163In this study, it is aimed to create various meanings of the concept of Social and Emotional Learning (SEL) from the eyes of teachers working at secondary education level and to determine their awareness about this concept. The research is a qualitative research and was carried out with a phenomenology pattern. 17 teachers from the Marmara region, working in secondary education, with various branches, participated in the research. The data of the research were obtained by conducting one-to-one semi-structured interviews with 5 of the participants and two different focus group interviews with the other participants. With the data collection tool developed and validated by the researchers, questions about the concept of Social Emotional Learning were directed to the participants. In this framework, the knowledge and awareness of the participants about the concept of Social Emotional Learning was examined and their opinions were taken about their application at secondary education level. In addition, the importance of Social Emotional Learning and its availability in current students and educational environments were discussed. In the research findings; that most of the participating teachers do not have knowledge and awareness about Social Emotional Learning, that the concept of Social Emotional Learning is an important concept in the context of secondary school students and should be gained; It has been stated that it should be taught in schools and that it is lacking in high school students in the current situation. In addition, findings on what can be done in educational environments, together with what requirements must be met in the process of teaching Social Emotional Learning skills to secondary school students, were obtained. According to the results obtained, it was concluded that SEL skills are skills that can be taught to secondary school students, and suggestions were made within this framework.Cihan KILIÇBünyamin BAVLIFırat Universityarticlesocial and emotional learningsecondary educationteacherphenomenologyqualitative researchSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 14, Iss 86, Pp 605-628 (2021)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	social and emotional learning secondary education teacher phenomenology qualitative research Social Sciences H Social sciences (General) H1-99
spellingShingle	social and emotional learning secondary education teacher phenomenology qualitative research Social Sciences H Social sciences (General) H1-99 Cihan KILIÇ Bünyamin BAVLI SOCIAL EMOTIONAL LEARNING SKILLS FROM SECONDARY EDUCATION TEACHERS: A PHENOMENOLOGICAL STUDY
description	In this study, it is aimed to create various meanings of the concept of Social and Emotional Learning (SEL) from the eyes of teachers working at secondary education level and to determine their awareness about this concept. The research is a qualitative research and was carried out with a phenomenology pattern. 17 teachers from the Marmara region, working in secondary education, with various branches, participated in the research. The data of the research were obtained by conducting one-to-one semi-structured interviews with 5 of the participants and two different focus group interviews with the other participants. With the data collection tool developed and validated by the researchers, questions about the concept of Social Emotional Learning were directed to the participants. In this framework, the knowledge and awareness of the participants about the concept of Social Emotional Learning was examined and their opinions were taken about their application at secondary education level. In addition, the importance of Social Emotional Learning and its availability in current students and educational environments were discussed. In the research findings; that most of the participating teachers do not have knowledge and awareness about Social Emotional Learning, that the concept of Social Emotional Learning is an important concept in the context of secondary school students and should be gained; It has been stated that it should be taught in schools and that it is lacking in high school students in the current situation. In addition, findings on what can be done in educational environments, together with what requirements must be met in the process of teaching Social Emotional Learning skills to secondary school students, were obtained. According to the results obtained, it was concluded that SEL skills are skills that can be taught to secondary school students, and suggestions were made within this framework.
format	article
author	Cihan KILIÇ Bünyamin BAVLI
author_facet	Cihan KILIÇ Bünyamin BAVLI
author_sort	Cihan KILIÇ
title	SOCIAL EMOTIONAL LEARNING SKILLS FROM SECONDARY EDUCATION TEACHERS: A PHENOMENOLOGICAL STUDY
title_short	SOCIAL EMOTIONAL LEARNING SKILLS FROM SECONDARY EDUCATION TEACHERS: A PHENOMENOLOGICAL STUDY
title_full	SOCIAL EMOTIONAL LEARNING SKILLS FROM SECONDARY EDUCATION TEACHERS: A PHENOMENOLOGICAL STUDY
title_fullStr	SOCIAL EMOTIONAL LEARNING SKILLS FROM SECONDARY EDUCATION TEACHERS: A PHENOMENOLOGICAL STUDY
title_full_unstemmed	SOCIAL EMOTIONAL LEARNING SKILLS FROM SECONDARY EDUCATION TEACHERS: A PHENOMENOLOGICAL STUDY
title_sort	social emotional learning skills from secondary education teachers: a phenomenological study
publisher	Fırat University
publishDate	2021
url	https://doaj.org/article/0af16e852b3242acb6fdf9dbb4e33366
work_keys_str_mv	AT cihankilic socialemotionallearningskillsfromsecondaryeducationteachersaphenomenologicalstudy AT bunyaminbavli socialemotionallearningskillsfromsecondaryeducationteachersaphenomenologicalstudy
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SOCIAL EMOTIONAL LEARNING SKILLS FROM SECONDARY EDUCATION TEACHERS: A PHENOMENOLOGICAL STUDY

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