Developing social-emotional learning skills among trainees in teacher training programs : the contribution of simulations (Hebrew)

The study is based on the socio-ecological model, examining the social-emotional learning skills of teaching trainees exposed to various types of simulations – with and without actors. The participants included 72 teaching trainees from various fields at Bar-Ilan University, such as social and humanities sciences, Bible studies, literature, English, and civics.

The research tools included: (1) a questionnaire on social-emotional learning skills filled out by the participants, based on a database of emotional and social capabilities found suitable for training and instruction processes in simulation centers; (2) analysis of the simulations using the socio-ecological model approach, with guidelines for identifying social-emotional capabilities in education.

The quantitative analysis revealed an increase in SEL-based social-emotional capabilities over time, as a cumulative effect of learning through repeated simulations, including role-playing, observation, and participation in the accompanying discussion on developing perceptions of the social-emotional skills required from teachers. Additionally, the quantitative analysis showed that SEL factor values were higher without actors than with them. Similarly, the qualitative analysis indicated a higher expression rate of SEL-based social-emotional capabilities without actors, emphasizing a joint effort to balance the tensions identified in the ethical dilemma discussions, whereas simulations with actors featured more focused dialogue.

The study contributes to understanding the impact of simulation-based learning, with and without actors, within the socio-ecological model, where social-emotional learning skills develop concerning different work circles in the education system. This understanding could assist simulation center managers and policymakers in decision-making processes regarding the dosage and preference of different simulation styles.

Furthermore, the study examined a tool that could benefit researchers in the education field examining teachers' communication abilities and knowledge, a questionnaire on social-emotional learning skills focusing on three social-emotional capabilities: self-management, relationship management, and social awareness.