Change in EFL Uruguayan Teachers’ SEL Pedagogical Content Knowledge and Beliefs

• In Event: Division K: Research in Progress Session

Abstract

Direct instruction of SEL can improve academic performance and reduce behavioral issues, among others (CASEL, 2018). Teachers’ pedagogical content knowledge of SEL is crucial to provide effective delivery of instruction. this one-group pre-experimental study will explore how Uruguayan Secondary school teachers’ SEL pedagogical content knowledge change during a professional development (PD) online course which promotes the integration of SEL in the classroom. It will also examine in what ways teachers’ beliefs about their role in the integration of SEL change after the intervention. An objective test and a self-reported questionnaire will be administered at three points in time (pretest, posttest, follow-up). Repeated measures ANOVA and factorial repeated measures ANOVA will be used to analyze the data.
Key words: Teacher Professional Development, Social Emotional Learning, Intervention, Foreign Countries

Author

• Sheila Coli, Student