VEPA Käitumisoskuste Mängu metoodika rakendamise kvaliteet ja seda mõjutavad tegurid kogenud mentorite vaates. (Estonian)

Contextual factors contributing to quality implementation of the PAX good behaviour game in Estonia: the view of experienced coaches. (English)

Social-emotional learning can lead to better social- and self-awareness, more skilled self-management, as well as a higher quality of personal and social decisions (Weissberg et al., 2015). In Estonia and internationally, PAX good behaviour game (PAX GBG) has demonstrated positive results in students' social-emotional skills, as well as academic achievement (Bradshaw et al., 2009; Kellam et al., 2008; Streimann et al., 2020). However, it is known, that programme outcomes depend on the quality of the implementation process (Durlak & DuPre, 2008). In Estonia, research examining programme implementation quality and the contextual factors that support or hinder the quality implementation of PAX GBG has yet to be carried out. In order to understand better: 1) how programme coaches see programme implementation quality of PAX GBG in the Estonian context; and 2) what teacher- and school contextual factors coaches consider to contribute to the quality implementation, it was decided to interview 11 experienced PAX GBG coaches. The coaches that were chosen had up to four years of experience involved with different teachers at different schools. [ABSTRACT FROM AUTHOR]

Sotsiaal-emotsionaalsete pädevuste omandamisest võidavad kaasava hariduse kontekstis väga erinevad õppijad. Eestis on täheldatud ja tõendatud VEPA Käitumisoskuste Mängu mõju laste sotsiaal-emotsionaalsetele pädevustele ja heaolule klassis, kuid pole selge, millistest teguritest sõltub VEPA metoodika rakendamise kvaliteet erinevates koolides ja klassiruumides. Seetõttu oli siinse uurimuse eesmärk välja selgitada kogenud mentorite arusaamad programmi kvaliteetsest kasutamisest ja seda mõjutavatest teguritest. Tulemused võimaldavad pöörata tähelepanu programmi kasutamise võimalikele kitsaskohtadele ja neid teadlikult ennetada. Mentorid kirjeldasid eeskätt rakendamise protsessi tahke ja õpilaste reaktsioone. VEPA programmi kasutamist mõjutavad mentorite hinnangul enim õpetajate omadused, programmi toe struktuur, õpetaja ja mentori koostöösuhe ning programmi kasutajatele antav tagasiside ja ühiskondlik kõlapind. [ABSTRACT FROM AUTHOR]

Copyright of Estonian Journal of Education / Eesti Haridusteaduste Ajakiri is the property of University of Tartu Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)