Teachers’ perceptions of pupils’ social dysfunctions: A combined qualitative and quantitative approach

Kourkoutas, Elias; Georgiadi, Maria; Maria, Xatzaki

doi:10.1016/j.sbspro.2011.04.387

Cited by 14 publications

(10 citation statements)

References 27 publications

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“…Most teachers also recognize that, despite their personal commitment to inclusive values and their willingness to positively respond to students, lack of knowledge and specialized guidance often lead to distressing situations or unsuccessful attempts to deal with challenges that arise (Cooper & Jacobs, 2011;MacBeath et al, 2006;Kourkoutas et al, 2011).…”

mentioning

confidence: 99%

A resilience-based program to promote reflective and inclusive teaching practices in Greece during austerity

Kourkoutas

Hart

Graf

et al. 2017

Teacher Professional Knowledge and Development for Reflective and Inclusive Practices

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In this paper we present the key epistemological assumptions and the theoretical background of a resilience-based program within Greek schools. The program aimed to help teachers develop self-and practice-based reflective skills, as well as reducing stress and confusion in their work with "difficult" or challenging students. Primary results of a qualitative evaluation showed significant improvement both in teachers' -awareness about their students' psychosocial and family problems and self-or practice-based reflective skills regarding inclusive issues. Introduction: Setting the Context of the Contemporary Educational and Epistemological ChallengesInclusive Education challenges the traditional special education approaches, which are based on a medical paradigm and a competitive and individualistic school culture, by advocating for a different conceptualization of SEN and educating students within the mainstream school context (Ainscow et al., 2006;Allen, 2007).However, research shows that, despite the widespread acceptance of inclusive values, when students' challenging behaviours and social-emotional problems cannot be managed by teachers, this may lead to puzzling situations or inappropriate educational practices, trapping the educational staff in a cycle of negative or ineffective reactions with "problem" students (Kaufman & Landrum, 2013;Kourkoutas & Wolhuter, 2013). This reduces their professional competence and

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mentioning

confidence: 99%

A resilience-based program to promote reflective and inclusive teaching practices in Greece during austerity

Kourkoutas

Hart

Graf

et al. 2017

Teacher Professional Knowledge and Development for Reflective and Inclusive Practices

Self Cite

View full text Add to dashboard Cite

show abstract

“…In addition, teachers agree with the modern concepts that promote techniques as regards rewarding and punishing which focus on alternative ways of punishment with positive outline. So, teachers often are encouraged to develop student's feelings and their general ability to put one's self faced with others without manifesting destructive tendencies (Kourkoutas, 2011). This demonstrates that teachers in different countries and in different educational systems do not consider themselves qualified to deal with children with socio-emotional difficulties and disruptive behavioural disorders.…”

Section: Techniques Used By Teachers To Develop Socio-emotional Skills To Students Recognition and Management Of Cases With Lack Of Sociomentioning

confidence: 99%

Teachers’ Attitudes Regarding the Development of Socio-Emotional Skills in Elementary Schools in Greece

Raptis¹,

Spanaki

2017

IJPES

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The purpose of this study was to investigate teachers' attitudes regarding the development of socioemotional skills of students in primary general schools and the implementation of programs concerning the development of these skills within the school context. Socio-emotional skills are of particular importance in children's lives, as they help to develop appropriate codes of behavior, which would allow them to survive in the contemporary demands of society. Students should be able to communicate in acceptable ways, both with their peers and with other members of their family and society. An important contributor to the development of socio-emotional skills is the teacher (Elias & Arnold, 2006). The contemporary teacher must be thoroughly informed about techniques and approaches that should be followed to develop and strengthen the cultivation of these skills to all students and particularly to those who experience difficulties of social adaptation and show disruptive behavioral disorders.

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“…Dwyer, Nicholson, Battistutta, & Oldenburg, 2005. Οι παρεμβάσεις αυτές σχεδιάζονται και εποπτεύονται, συνήθως, από μια διεπιστημονική ομάδα, στην οποία συμμετέχουν ακαδημαϊκοί, δάσκαλοι, σχολικοί ψυχολόγοι, σχολικοί σύμβουλοι, ειδικοί παιδαγωγοί (Kourkoutas, Georgiadi, & Xatzaki, 2011).…”

Section: η αξία των προγραμμάτων παρέμβασης στο σχολικό πλαίσιοunclassified

Επισκόπηση Προγραμμάτων Πρώιμης Παρέμβασης Για Την Καλλιέργεια Κοινωνικών Και Συναισθηματικών Δεξιοτήτων Στο Νηπιαγωγείο

Δώνη

Giotsa

2017

JRET

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Teachers’ perceptions of pupils’ social dysfunctions: A combined qualitative and quantitative approach

Cited by 14 publications

References 27 publications

A resilience-based program to promote reflective and inclusive teaching practices in Greece during austerity

A resilience-based program to promote reflective and inclusive teaching practices in Greece during austerity

Teachers’ Attitudes Regarding the Development of Socio-Emotional Skills in Elementary Schools in Greece

Επισκόπηση Προγραμμάτων Πρώιμης Παρέμβασης Για Την Καλλιέργεια Κοινωνικών Και Συναισθηματικών Δεξιοτήτων Στο Νηπιαγωγείο

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