Emotional, behavioural, and conceptual dimensions of teacher-parent simulations

Levin, Orna

doi:10.1080/13540602.2023.2236948

Cited by 3 publications

(2 citation statements)

References 62 publications

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“…Parents' active involvement in school educational activities and effective communication with instructors contribute to creating educational synergy and collectively enhancing pupils' development. Additionally, the terms of collaboration have a crucial role in determining the success of parent-teacher cooperation (Levin, 2023). This pertains to the circumstances about the schedules of parents and teachers, their communication methods, and the educational materials available.…”

Section: Correlation Analysismentioning

confidence: 99%

Effects of Teacher Leadership on Parent-Teacher Collaboration at The Elementary School in Nanjing, China

Quanjin,

Hassan,

Omar

2024

IJARBSS

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Teacher's role in fostering effective parent-teacher collaboration is critical for the educational process and can greatly influence its growth. This study investigates how primary school teacher leadership influences parent-teacher cooperation in Nanjing, Jiangsu Province. This article utilises the five forces model of leadership and incorporates teachers' professional traits to provide an analytical framework for teacher leadership, aiming to provide a thorough examination of the current state of teacher leadership. An analytical approach is developed to evaluate the existing state of parent-teacher collaboration simultaneously. This approach utilises existing literature and collaboration theory to provide a thorough grasp of the status of parent-teacher collaboration. The parent data was analysed using descriptive statistical analysis and Pearson correlation. This dual method enables a thorough investigation into the impact of teacher leadership on parent-teacher collaboration. The study revealed that the general state of parent-teacher collaboration is positive, with notable variations among parents in their level of cooperation. Teacher leadership plays a crucial role in fostering parent-teacher cooperation, and its various sources of influence have distinct effects across different dimensions. If the research results are applied to real-life scenarios, then teachers will assume a more influential leadership position, thereby helping parents to become more involved in parent-teacher collaboration, increasing the overall effectiveness of the collaboration, and ultimately promoting the development of elementary school students in Nanjing, Jiangsu Province.

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Section: Correlation Analysismentioning

confidence: 99%

Effects of Teacher Leadership on Parent-Teacher Collaboration at The Elementary School in Nanjing, China

Quanjin,

Hassan,

Omar

2024

IJARBSS

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“…SEL abilities include skills, knowledge, attitudes, and social-emotional tendencies that are required to formulate goals, regulate behaviours, construct relationships, and analyse and remember information, within contexts that aim to nurture these abilities [10]. SEL abilities also include emotional processes such as regulating emotions and demonstrating empathy, as well as interpersonal skills, such as understanding others' perspectives and demonstrating social responsibility [11,12]. SEL-related processes should not be considered an independent content unit but rather an integral part of all educational and systemwide relationships.…”

Section: The Approach To Sel In the Teacher Education Arenamentioning

confidence: 99%

The Missing Piece in the CASEL Model: The Impact of Social–Emotional Learning on Online Literature Teaching and Learning

Levin,

Segev

2023

Education Sciences

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The use of social–emotional learning (SEL) practices in online literature teaching has not yet been sufficiently researched. This study addresses this lacuna by identifying SEL practices mentioned by lecturers and preservice teachers (PSTs) as they reported on their respective experiences of teaching and learning in online literature lessons. Data were collected using three research tools: questionnaires were completed by 28 lecturers from four different teacher education colleges and 90 PSTS; semi-structured interviews were held with 12 of the literature PSTs; and a focus group was held with six lecturers. A data analysis revealed six major SEL-related themes mentioned by lecturers and PSTs as essential practices of online learning and teaching: building relationships, working collaboratively, emotional involvement, effective communication, dealing with conflicting feelings, and techno-pedagogic skills. These findings contribute to our understanding of online learning and teaching versatility and complexity. Considering these findings in light of existing theoretical models demonstrates that while five themes coincide with the skills included in the CASEL model, the sixth theme regarding techno-pedagogical skills is not part of the original model. These findings expand the applicability of the CASEL model from its original face-to-face learning context to the interaction between learners and lecturers in an online platform.

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Simulation-Based Learning as a Tool for Assessing and Fostering Awareness of Empathic Patterns in Teacher Education

Levi-Keren,

Landler-Pardo,

Weinberger

et al. 2024

Education Sciences

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Simulation-Based Learning (SBL) in education has demonstrated significant potential in preparing participants to effectively address future challenges in a dynamic and ever-changing world. Empathy, as a multidimensional skill, is fundamental to successfully navigate these complex situations. This study aims to assess the effectiveness of SBL in enhancing student teachers’ awareness and understanding of empathy’s multifaceted nature. Using a quasi-experimental design, 232 students participated in courses that integrated empathy instruction with simulation workshop experiences. The students used a rubric based on the Empathetic Patterns in Interpersonal Communication (EPIC) model, developed and validated by the authors in prior studies, to identify empathic patterns in two videotaped simulations shown to them at the beginning and end of the course. The same task was completed by seven content experts in empathy and psychology, as well as six experienced simulation workshop instructors serving as clinical experts. Additionally, the students responded to open-ended questions suggesting various expressions of empathy. The results indicated that SBL workshops, when integrated into a teaching framework that addresses empathy and analyzed through a structured rubric, can serve as an effective platform for enhancing students’ ability to identify and understand empathic patterns.

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Emotional, behavioural, and conceptual dimensions of teacher-parent simulations

Cited by 3 publications

References 62 publications

Effects of Teacher Leadership on Parent-Teacher Collaboration at The Elementary School in Nanjing, China

Effects of Teacher Leadership on Parent-Teacher Collaboration at The Elementary School in Nanjing, China

The Missing Piece in the CASEL Model: The Impact of Social–Emotional Learning on Online Literature Teaching and Learning

Simulation-Based Learning as a Tool for Assessing and Fostering Awareness of Empathic Patterns in Teacher Education

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