A3 Book section, Chapters in research books
Significant in life : Core learning outcomes of a social and emotional course in physical education teacher education (2022)


Mäkinen, T., Kostiainen, E., & Klemola, U. (2022). Significant in life : Core learning outcomes of a social and emotional course in physical education teacher education. In M. Talvio, & K. Lonka (Eds.), International Approaches to Promoting Social and Emotional Learning in Schools : A Framework for Developing Teaching Strategy (pp. 167-189). Routledge. https://doi.org/10.4324/9781003093053-13


JYU authors or editors


Publication details

All authors or editorsMäkinen, Tommi; Kostiainen, Emma; Klemola, Ulla

Parent publicationInternational Approaches to Promoting Social and Emotional Learning in Schools : A Framework for Developing Teaching Strategy

Parent publication editorsTalvio, Markus; Lonka, Kirsti

ISBN978-0-367-55331-9

eISBN 978-1-003-09305-3

Publication year2022

Publication date01/11/2021

Pages range167-189

Number of pages in the book262

PublisherRoutledge

Place of PublicationAbingdon, Oxon

Publication countryUnited Kingdom

Publication languageEnglish

DOIhttps://doi.org/10.4324/9781003093053-13

Publication open accessNot open

Publication channel open access

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/79677


Abstract

The purpose of the study is to explore physical education (PE) students’ social and emotional learning (SEL) and the meaningful learning experiences during the SEL course. In the teaching profession, understanding SEL is important because the guidance of learning and group dynamics is essentially an interactive social process. Further, previous research shows that focusing on socioemotional skills promotes students’ academic achievement. Teachers’ SEL skills can be developed by training.

In PE teacher education annually, 60 first-year-students participate in a 20-hours SEL skills course based on Gordon’s interaction model and SEL concepts. The course consists of practising SEL skills such as listening, clear self-expression and conflict resolution.

The data was collected before and after the course and consists of the knowledge test and the dealing with challenging interactions (DCI) instrument and learning diaries analysed by qualitative content analysis.

Results indicate that PE students’ SEL skills developed, especially in active listening and clear self-expression. Further, students reported improvement in their self-awareness and knowledge of the importance of SEL skills. Students expressed willingness to develop their SEL skills further.

Training on SEL skills in the early stages of teacher education is important in awakening teachers’ awareness of the socioemotional aspect of teaching.


Keywordsphysical education (upbringing)studentslearningteacher trainingsocio-emotional skillsgroup dynamicsinteractionsocial interactionsocial behavioursocial learningemotional skillssocial skillslisteningself-expressionemotions

Free keywordssocial and emotional skills; socioemotional skills; social and emotional learning; SEL; teacher education; physical education; meaningful learning; significant learning


Contributing organizations


Ministry reportingYes

Reporting Year2022

JUFO rating3


Last updated on 2024-14-06 at 23:25