SEL Intervention and materials
Description
Our study sought to answer the following questions: 1. To what extent does the social emotional learning approach impact pre-service teachers’ professional identity? 2. To what extent does the social emotional learning approach impact pre-service teachers’ social entrepreneurship? This study utilized two data sources: 1) scales, and 2) focus group interviews which were designed by the researchers. The reliability and validity of the instruments were calculated. First, the scales aimed to assess the extent to which SEL has impacted the professional identity and social entrepreneurship of pre-service EFL and Psychology teachers. Their responses were marked on a five-point Likert scale ranging from ‘strongly agree’ to ‘strongly disagree’ with a score of 5, 4, 3, 2, and 1, respectively for the positive statement and reverse for the negative statements. Second, focus group interviews were conducted to gain more in-depth understanding of the data obtained from respondents. Two versions of the data sources were prepared; the English version was provided for pre-service EFL teachers while the Arabic one addressed pre-service Psychology teachers. The first phase entailed administering the two scales: a) professional identity and b) social entrepreneurship of pre-service EFL and Psychology teachers The quantitative data obtained from the scales were processed using SPSS software. The paired sample t-test, was performed on the data obtained from the two scales. This parametric test type, depending on related data from ‘repeated measures designs’ was subsequently used. Analyzing pre- and post-Likert scale responses helped measure the impact of the intervention on the two dependent variables. The second phase included conducting focus group interviews with 20 fourth year pre-service EFL and Psychology pre-service teachers. Content analysis of qualitative data was carried out using inductive and deductive processes. It was initially performed by both researchers separately. In so doing, they read and reread through the data to locate similar, significant phrases and ideas which were systematically categorized into units, codes and recurrent themes. The refined themes, generated inductively, were compared through maintaining continuous discussions and dialogues between the two researchers to reach consensus regarding commonalities. In light of the related literature and focus group interviews, several key themes representing pre-service teachers’ professional identities and social entrepreneurship were identified and discussed.
Files
Steps to reproduce
Researchers need to develop two data sources: 1) scales, and 2) focus group interviews. The scales aimed to assess the extent to which SEL has impacted the professional identity and social entrepreneurship of pre-service EFL and Psychology teachers. Their responses were marked on a five-point Likert scale ranging from ‘strongly agree’ to ‘strongly disagree’ with a score of 5, 4, 3, 2, and 1, respectively for the positive statement and reverse for the negative statements. Focus group interviews were conducted to gain more in-depth understanding of the data obtained from respondents. Two versions of the data sources were prepared; the English version was provided for pre-service EFL teachers while the Arabic one addressed pre-service Psychology teachers. The first phase entailed administering the two scales: a) professional identity and b) social entrepreneurship of pre-service EFL and Psychology teachers The quantitative data obtained from the scales were processed using SPSS software. The paired sample t-test, was performed on the data obtained from the two scales. This parametric test type, depending on related data from ‘repeated measures designs’ was subsequently used. Analyzing pre- and post-Likert scale responses helped measure the impact of the intervention on the two dependent variables. The second phase included conducting focus group interviews with 20 fourth year pre-service EFL and Psychology pre-service teachers. Content analysis of qualitative data was carried out using inductive and deductive processes. It was initially performed by both researchers separately. In so doing, they read and reread through the data to locate similar, significant phrases and ideas which were systematically categorized into units, codes and recurrent themes. The refined themes, generated inductively, were compared through maintaining continuous discussions and dialogues between the two researchers to reach consensus regarding commonalities. In light of the related literature and focus group interviews, several key themes representing pre-service teachers’ professional identities and social entrepreneurship were identified and discussed.