Pre-School Teachers’ Social and Emotional Skills: What Challenges for Initial Training?

Pre-School Teachers’ Social and Emotional Skills: What Challenges for Initial Training?

• Marie-Andrée Pelletier, TÉLUQ, Canada

doi : https://dx.doi.org/10.18162/fp.2022.693

Résumé

There is little research on how teachers regulate their emotions and even less training on this topic. This text presents a study conducted with 48 preschool teachers to determine their training needs regarding their social and emotional skills. The results highlight the importance of developing these skills right from initial training with respect to the five domains identified in several works by the Collaborative for Academic, Social, and Emotional Learning: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (Zins et al., 2004).

Abstract

There is little research on how teachers regulate their emotions and even less training on this topic. This text presents a study conducted with 48 preschool teachers to determine their training needs regarding their social and emotional skills. The results highlight the importance of developing these skills right from initial training with respect to the five domains identified in several works by the Collaborative for Academic, Social, and Emotional Learning: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (Zins et al., 2004).