The purpose of the course is:
- to support the formation of science-based understanding of the nature of social and emotional processes and their functioning at different ages of the learner (and the teacher);
- to support the formation of an understanding of the importance of taking into consideration emotional and social aspects in learning and the teacher's opportunities to support the social and emotional processes of students;
- to direct those studying to become teachers to give meaning to the role of a teacher as a group leader and influencer of group processes as linked to the development of social and emotional processes;
- to form an understanding of the possibilities of preventing crisis situations and to support the development of readiness for cooperative intervention.
Brief description of the course
The course examines the nature of emotional and social aspects of learning and gives meaning to the treatment of these topics in the context of an individual learner, as well as in the context of the class and school (including communication with parents). Specifically, to give meaning to the development of socio-emotional processes (linked to brain development) and to support the development of the role of the surrounding environment. It also addresses the possibilities for the teacher to create an environment that best supports the development of a learner's social and emotional processes. The special characteristics of working with a group and the teacher's opportunities to treat the group as a resource are analysed separately. The course will also address the teacher's own professional development and well-being, as well as their awareness in the context of social and emotional processes. In addition, the principles of managing a crisis will be covered. The passing of the course requires concurrent registration for the course KAT7036.HR Teacher Training Practice I or YDP7001.YM Basic Teaching Practice I and carrying out practical tasks.
Learning outcomes in the course
Upon completing the course the student:
- is aware of their responsibility as the shaper of an emotionally supportive and inclusive learning environment;
- analyses the teacher's possibilities to support the development of social and emotional processes in the classroom;
- is aware of the importance of group work as a prerequisite for learning and is able to support the formation of cooperative groups;
- is able to note one's own and others' emotional state and assess the role of social and emotional skills in coping with different learning situations (including communication with colleagues and parents);
- understands, is able to use and reflects on the influence of communication skills (including active listening, assertiveness, conflict management, communication obstacles, social perception, presentation skills and communication in different groups) on the daily work of a teacher;
- describes the substantive aspects of social and emotional processes (including developmental ones) according to science-based knowledge of educational psychology;
- is able to note and is aware of crisis prevention possibilities and is prepared for cooperative intervention.