Teachers’ perspectives of social-emotional learning: Informing the development of a linguistically and culturally responsive framework for social-emotional wellbeing in Aotearoa New Zealand

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dc.citation.volume117
dc.contributor.authorDenston A
dc.contributor.authorMartin R
dc.contributor.authorFickel L
dc.contributor.authorO'Toole V
dc.date.available2022
dc.date.issued2022
dc.description
dc.description.abstractTeachers’ understandings of social-emotional wellbeing contribute to developing ways that teachers can engage with students to develop social-emotional skills. This collaborative research project adopted a critical participatory action research methodology, informed by Kaupapa Māori research principles. The perceptions of teachers were explored through wānanga (ethical spaces for research) to inform the development of a co-constructed culturally and linguistically sustaining framework for social-emotional wellbeing. Findings suggested that creating a framework requires being informed by indigenous models of wellbeing. Results suggest that developing such a framework requires teachers to develop understandings of their own social-emotional competencies, as well as their students.
dc.description.confidentialFALSE
dc.identifier.citationTeaching and Teacher Education, 2022, 117
dc.identifier.doi10.1016/j.tate.2022.103813
dc.identifier.elements-id457826
dc.identifier.harvestedMassey_Dark
dc.identifier.issn0742-051X
dc.identifier.urihttps://hdl.handle.net/10179/17819
dc.publisherElsevier Ltd
dc.relation.isPartOfTeaching and Teacher Education
dc.subjectAotearoa New Zealand
dc.subjectsocio-emotional learning
dc.subjectstudent wellbeing
dc.subjectteacher perspectives
dc.subjectwellbeing
dc.subject.anzsrc1301 Education Systems
dc.subject.anzsrc1302 Curriculum and Pedagogy
dc.subject.anzsrc1303 Specialist Studies in Education
dc.titleTeachers’ perspectives of social-emotional learning: Informing the development of a linguistically and culturally responsive framework for social-emotional wellbeing in Aotearoa New Zealand
dc.typeJournal article
pubs.notesNot known
pubs.organisational-group/Massey University
pubs.organisational-group/Massey University/College of Humanities and Social Sciences
pubs.organisational-group/Massey University/College of Humanities and Social Sciences/Institute of Education
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