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dc.contributor.authorScott Loinaz, Edurne-
dc.identifier.citationScott Loinaz, E. (2019). Teachers’ perceptions and practice of social and emotional education in Greece, Spain, Sweden and the United Kingdom. International Journal for Emotional Education, 1(11), 31-48.en_GB
dc.description.abstractThe central motive for conducting this research was to investigate how Greece, Spain, Sweden and the United Kingdom treat social and emotional education (SEE) within pedagogical practice. The study used a sequential quantitative-qualitative analysis with a comparative design, with 750 teachers in the initial quantitative phase participating in a questionnaire, and 22 teachers in the following qualitative phase participating in semi-structured interviews. Significant cross-cultural differences were found in SEE provision, as well as in teachers’ beliefs about the purpose of SEE. Teacher education in SEE was found to be available to only a minority of teachers in all four countries. In terms of practice, SEE was more likely to be introduced in schools by teachers themselves (or a partnership between teachers and headteachers) rather than by educational policy. Furthermore, the findings show that SEE provision was more likely to be implicit (taken into consideration in existing classes but not taught as a separate subject), than explicit (having dedicated time and curriculum devoted to SEE).en_GB
dc.publisherUniversity of Malta. Centre for Resilience & Socio-Emotional Healthen_GB
dc.subjectEmotional conditioningen_GB
dc.subjectEmotional intelligence -- Greeceen_GB
dc.subjectEmotional intelligence -- Spainen_GB
dc.subjectEmotional intelligence -- Swedenen_GB
dc.subjectEmotional intelligence -- United Kingdomen_GB
dc.subjectTeachers -- Training of -- Greeceen_GB
dc.subjectTeachers -- Training of -- Spainen_GB
dc.subjectTeachers -- Training of -- Swedenen_GB
dc.subjectTeachers -- Training of -- Great Britainen_GB
dc.subjectSocial adjustment -- Study and teachingen_GB
dc.subjectSocial skills -- Study and teachingen_GB
dc.titleTeachers’ perceptions and practice of social and emotional education in Greece, Spain, Sweden and the United Kingdomen_GB
dc.rights.holderThe copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder.en_GB
dc.publication.titleInternational Journal of Emotional Educationen_GB
Appears in Collections:IJEE, Volume 11 Issue 1
IJEE, Volume 11 Issue 1

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