The role of online PD in enhancing Ecuadorian teachers’ knowledge of SEL in K-12 classrooms

Abstract

Social emotional learning (SEL) has gained prominence in Latin America as a crucial component in holistic student development within increasingly pluralistic societies to support students’ academic performance and well-being. This qualitative case study investigated the role of a three-week online professional development (PD) course in enhancing Ecuadorian K-12 teachers’ understanding of SEL concepts and integration in culturally diverse classrooms. Data was collected from participants’ tasks submitted immediately before starting the course (n=52), at the end of week 2 (n=35), and at the end of the course (n=30). Data were analyzed using thematic analysis (Braun & Clarke, 2006). The findings reveal significant improvements in teachers’ understanding of SEL over time as teachers’ SEL definitions expand from a basic focus on emotional regulation to a comprehensive view that incorporates social, cognitive, and behavioral aspects and their positive long-term impact on students’ lives. However, four major challenges identified in their SEL implementation related to student behavior and engagement, teacher preparedness to address learners’ needs, and the role of external socio-cultural factors on SEL implementation. This study highlights the need for PD opportunities to effectively embed SEL within intercultural and diverse educational contexts, offering insights for curriculum development and SEL strategies in multicultural educational settings. The study recommends integrating SEL into PD initiatives tailored for diverse contexts to promote inclusive education This research study offers insights into addressing pluralism, student success, and the creation of positive classroom environments in multicultural contexts.