Teaching as Mediation: Exploring the Impacts of a Teacher Training Program on Generating Social and Emotional Learning Environments

Year 2021, Volume: 10 Issue: 1, 25 - 46, 30.04.2021

Leah Peña Teeters Caitlin Mckımmy Michelle Shedro Yoni Ashar Adriana Alvarez Emily Prıce Sona Dımıdjıan

Abstract

This article investigates a teacher learning program in Mexico, Desarrollo de la Inteligencia a través del Arte: DIA (Development of Intelligence through Art: DIA), that supports teachers in applying holistic approaches to instruction that support social, emotional, academic, and cognitive growth. Using qualitative and quantitative measures, this article analyzes how pedagogical approaches that emphasize social and emotional learning affect teacher well-being and support practices associated with positive classroom culture. Analyses found that the DIA professional development program promotes an increase in teacher practices attending to social and emotional learning, such as emotional awareness, self-reflection, and student-centered learning. Teachers participating in the DIA professional development program also reported less emotional burnout and distress than control teachers. Analyses suggest that the DIA program may serve as a protective factor from emotional distress among teachers, promoting emotional support for students and student-centered learning.

Keywords

social and emotional learning, teacher training, mediation

Supporting Institution

University of Colorado Boulder

Project Number

OCG6644B

Thanks

We thank the team at La Vaca Independiente in Mexico City for their collaboration and support in making this research happen and we thank Willow Schram for her support with data analysis.

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