Social Emotional Learning and Career Development From Educators’ Perspectives Grounded on the Turkish Context

BACANLI F., Ozdemir N. K., Ferrari L., Park C. M., Solberg V. S. H.

Journal of Career Development, cilt.49, sa.6, ss.1402-1418, 2022 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 49 Sayı: 6
  • Basım Tarihi: 2022
  • Doi Numarası: 10.1177/08948453211050085
  • Dergi Adı: Journal of Career Development
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, ABI/INFORM, Business Source Elite, Business Source Premier, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo
  • Sayfa Sayıları: ss.1402-1418
  • Anahtar Kelimeler: social emotional learning, career development, educators' perspectives, cultural context, grounded theory, POSITIVE YOUTH DEVELOPMENT, SCHOOL, ADAPTABILITY, METAANALYSIS
  • Gazi Üniversitesi Adresli: Evet

Özet

© The Author(s) 2021.The purpose of this study was to explore Social Emotional Learning (SEL) and its relevance to the career development of students from the perspectives of educators in Turkey. The participants included 69 educators (63% women). Data were collected by using a paper–pencil survey consisting of open-ended questions. Using a modified grounded theory approach, a three-stage data analytical procedure -open, axial, and selective coding, was followed. The analysis suggested two main categories: (a) SEL skills that students should be equipped with and (b) SEL skills that educators need to have, resulting in an SEL model that reflects the perspectives of Turkish educators. The findings were discussed within the Turkish context, including the education system and culture followed by implications for theory, research, and practice.