Social-Emotional Learning in the Context of Arab Teachers’ Professional Development
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Abstract
This research examines the contribution of a teachers’ professional development
course focused on social-emotional learning using specially tailored practices
(such as mindfulness, simulations, and puppet theatre) to develop participants’
social-emotional competence. Data was drawn from ten interviews with Arab
teachers (5 kindergarten teachers and 5 school teachers) as well as from the
reflective texts of 50 Arab teachers (19 kindergarten teachers and 31 school
teachers). Reflections underwent qualitative analysis according to the ecological
theory and CASEL’s model in order to understand the participants’ learning
experience, especially in terms of developing participants’ self-awareness, selfmanagement, and responsible decision-making. The study further investigates the
extent to which this course fosters social awareness and positive relations with
students and parents and cultivates context-dependent cultural-political awareness
alongside enhancing awareness of the COVID-19 pandemic. The findings indicate
that specialised practices such as mindfulness, simulations, and puppet theatre do
indeed contribute to increasing teachers’ social-emotional competence.
Recommendations are noted for future research to advance the understanding of
culture-appropriate social-emotional learning.