The present study is an analysis of teacher aspirants’
perception of the extent of social and emotional competencies possessed by them
and to identify the challenges and concerns in practicing social-emotional
skills. Teacher has a significant role in the educational system of a nation.
Imparting and maintaining the standards of education is decided through the
quality of teachers. Teachers are social engineers who modify, refine and
redefine the society for social reconstruction. Teacher competencies in curriculum
transaction are a major factor in student achievement. The affective outcomes
of learning are regulated through teacher interventions and interactions in the
classroom. Aspiring teachers receive a variety of training methods in college
and school-based practicals, but in order to teach effectively, their social
and emotional abilities must be developed. Education must guarantee the social
and emotional growth of the learner. The study reveals that though the teacher
candidates possess a satisfactory level of understanding related to social and
emotional competencies they fail in applying those skills in classroom contexts
due to various personal and social barriers. The teacher education curriculum
needs to be revamped with more tools and strategies that equip prospective
teachers to excel with social and emotional competencies. More powerful
interventions are required to enable them to acquire the skills and develop the
social and emotional learning skills of school students.
Author(s) Details
Rosamma Philip
Mount Tabor Training College, Pathanapuram, Kollam, University of Kerala,
India.
Please see the book here:- https://doi.org/10.9734/bpi/cpassr/v3/913
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