Aim. The aim of this study was to highlight and analyse teachers’ responses to the evidence of their students’ social emotional growth and teachers’ own gains from the monitored implementation of social emotional learning in their classes. Methods. The research group was composed of 312 teachers from Latvia and Slovenia, who were involved in the implementation of indirect social emotional learning through classroom instruction and formative assessment. A thematic analysis of the teachers’ written responses was performed. Results. A thematic analysis of the teachers’ responses indicated that initially they had mentioned mostly (expressed) general statements and only some small part of their responses included observable and measurable indicators of students’ social emotional skills improvement. Therefore, four months after the beginning of the intervention, teachers reported rather on their personal and professional gains from the participation in this intervention than provided general statements. Conclusions. The teachers’ improved self-reflection is a premise for them to consider evidence of students’ social emotional skills development thus facilitating purposeful social emotional learning in schools.

中文翻译：

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老师对学生社会情感学习证据的理解以及SEL工具包监控实施的自我报告的收益

目标。这项研究的目的是强调和分析教师对学生社交情感增长证据的反应，以及教师在课堂上通过监督实施社交情感学习获得的自身收益。方法。该研究小组由来自拉脱维亚和斯洛文尼亚的312名教师组成，他们通过课堂教学和形成性评估参与了间接社会情感学习的实施。对教师的书面答复进行了主题分析。结果。对教师反应的主题分析表明，最初他们主要提到（表达的）一般性陈述，只有一小部分反应包括可观察和可衡量的学生社交情感技能改善的指标。因此，干预开始四个月后，教师报告了他们从参与该干预中获得的个人和专业收益，而不是提供一般性陈述。结论。教师的自我反思能力得到提高，这是他们考虑学生社交情感技能发展的证据的前提，从而有助于在学校进行有目的的社交情感学习。