Abstract
The role that schools play in promoting young people’s positive psychological functioning is well recognised and supported by an expanding evidence base. Central to fulfilling this role is the development of capacity in the teacher workforce. Teachers require a sound understanding of the important contribution of social and emotional skills to learning and wellbeing, and the capacity to confidently and skilfully engage in developing students’ social and emotional competencies. A range of professional learning approaches have been adopted to improve teachers’ capabilities to implement social emotional learning. This chapter will describe one approach, a 2 year, part-time postgraduate programme that aims specifically to assist teachers learn more about their role in social and emotional learning and promoting student wellbeing. The programme rationale, content and pedagogy will be described. The nexus between personal and professional learning will be highlighted alongside the need for teachers to develop an understanding of the implementation processes required to successfully engage others in social and emotional learning initiatives. The chapter will focus on the role of university–system partnerships in building teacher workforce capacity drawing upon the experience of a 16 year partnership between an educational system in Victoria, Australia, and a university school of education. It will explore the impact of postgraduate study on participating teachers and on system capacity to promote a social and emotional wellbeing strategy. The challenges in this agenda and emerging possibilities for professional learning in the domain of social and emotional learning are considered.
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Notes
- 1.
In this chapter, following the research literature, the term social emotional learning (SEL) is used when referring to students and the term social emotional competence (SEC) is used when referring to teachers.
- 2.
The Master of Education (Student Wellbeing), now offered in the Graduate School of Education, the University of Melbourne, was preceded by the Postgraduate Diploma in Education Studies (Student Welfare), the Graduate Diploma in Student Welfare and the Graduate Diploma in Student Care. The latter courses were first offered at Hawthorn Institute of Education which subsequently amalgamated with the University of Melbourne.
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Acknowledgements
The contributions of many groups and individuals to the university–system partnership are recognised here. The foresight in initiating and supporting the partnership of the Catholic Education Commission of Victoria (CECV), including the Directors of Catholic Education from the Archdioceses of Melbourne, Sale, Ballarat and Bendigo, and managers and members of the Wellbeing and Community Engagement team in the Catholic Education Melbourne, is acknowledged. The partnership flourished with the backing and active support of respective Deans of the Melbourne Graduate School of Education and Professional staff. Finally, the commitment of many academic staff, past and present, who have developed and taught in the programme must be recorded. The authors are Coordinators of the Master of Education (Student Wellbeing).
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Freeman, E., Strong, D. (2017). Building Teacher Capacity to Promote Social and Emotional Learning in Australia. In: Frydenberg, E., Martin, A., Collie, R. (eds) Social and Emotional Learning in Australia and the Asia-Pacific. Springer, Singapore. https://doi.org/10.1007/978-981-10-3394-0_22
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