Abstract
Success in teaching requires teachers’ strong social and emotional competences to effectively manage and develop students’ emotional development in every day practice. Having identified the important role of these competencies in schools, virtual learning environments (VLEs) and specifically environments like Second Life (SL) could be selected in order to enhance teachers’ and students’ social and emotional intelligence. Teachers could reflect, practice and improve their use of social and emotional competences in the classrooms by using Teachers’ Professional Development programs (TPD), thereby making further improvements to their teaching. These training programs could support teachers by using suitable frameworks aligned with social and emotional learning (SEL). In this paper, we highlight the significance of TPD programs by presenting a SEL workshop on SL in order to better understand and enhance Emotional Intelligent (EI) for teachers’ competencies. This study reveals that after having received training in a Social and Emotional Learning (SEL) workshop on Second Life (SL), teachers ‘effectiveness in recognizing the EI components is highly increased.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Adelman, H.S., Taylor, L.: Technical assistance sampler on protective factors/resilience. Canter for Mental Health in Schools at UCLA. Author, Los Angeles, CA (2008)
Anderson, L.: Increasing Teacher Effectiveness, 2nd edn. UNESCO International Institute for Educational Planning, Paris (2004). http://unesdoc.unesco.org/images/0013/001376/137629e.pdf. Accessed 26 July 2015
Arigatou Foundation: Learning to Live Together: An intercultural and interfaith programme for ethics education (2008). http://unesdoc.unesco.org/images/0016/001610/161059e.pdf
Bai, X., Lavin, J, Wright, R.: Virtual Learning in Health Education. In: International Conference on Future Computer and Information Technology (2013)
Baker, S., Wentz, R., Woods, M.: Using virtual worlds in education: Second Life® as an educational tool. Teach. Psychol. 36, 59–64 (2009)
Bocconi, S., Kampylis, P., Punie, Y.: Innovating learning: key elements for developing creative classrooms in europe. In: European Commission -Joint Research Centre- Institute for Prospective Technological Studies, EUR 25446 EN, Seville. Publications Office of the European Union, Luxembourg (2012)
Bouta, H., Retalis, S., Paraskeva, P.: Utilising a collaborativemacro-script to enhance student engagement: a mixed method study in a 3D virtual environment. J. Comput. Educ. 58(1), 501–517 (2012)
Bottino, R.M.: The evolution of ICT-based learning environments: which perspectives for the school of the future? Brit. J. Educ. Technol. 35(5), 553–567 (2004)
Boyatzis, R.: A twenty year view of trying to develop emotional, social and cognitive intelligence competencies in graduate management education. J. Manag. Dev. 27(1), 92–108 (2008)
Bransford, J.D., Sherwood, R.D., Hasselbring, T.S., Kinzer, C.K., Williams, S.M.: Anchored instruction: why we need it and how technology can help. In: Nix, D., Spiro, R.J. (eds.) Cognition, education, and multimedia: exploring ideas in high technology. L. Erlbaum, Hillsdale (1990)
Dalgarno, B., Lee, M.: What are the learning affordances of 3-D virtual environ-ments? Brit. J. Educ. Technol. 41(1), 10–32 (2010)
Day, C.: Developing Teachers: The Challenges of Lifelong Learning. Falmer Press, London (1999)
Dede, C., Ketelhut, D., Whitehouse, P., Breit, L., McCloskey, E.: A research agenda for online teacher professional development. J. Teach. Educ. 60(1), 8–19 (2009)
DfES: Every child matters: change for children (2004). http://cw.routledge.com/textbooks/9780415478724/downloads/every-child-matters.pdf. Accessed 26 July 2015
Donkor, F.: The emotionally intelligent virtual learning environment (VLE): how it may be constructed from the perspective of secondary education. (Unipublished Doctoral thesis), Brunnel University, London, England (2013)
Goleman, D.: What Makes a Leader? Harvard Bus. Rev. 82(1), 82–91 (1998)
Gottman, J.: The Heart of Parenting: Raising an Emotionally Intelligent Child. Simon & Schuster, New York (1998)
Hew, K.F., Cheung, W.S.: Attracting student participation in asynchronous online discussions: A case study of peer facilitation. Comput. Educ. 51(3), 1111–1124 (2008)
Leu, E., Ginsburg, M.: In-service Teacher Professional Development. EQUIP1 First Principles Compendium. American Institutes for Research, Washington, DC (2011)
Ostashewski, N., Moisey, S., Reid, D.: Constructionist principles in online teacher professional development: Robotics and hands-on activities in the Classroom. In: Proceedings of ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2010, pp. 721–729. Australasian Society for Computers in Learning in Tertiary Education (2010)
Pellas, N., Boumpa, A.: Blending the CoI model with Jigsaw technique for pre-service foreign language teachers’ continuing professional development using Open Sim and Sloodle. J. Educ. Inf. Technol. 1–26 (2016)
Rose, J., Reynolds, D.: Teachers’ continuing professional development: a new approach. In: Paper presented at 20th Annual World International Congress for Effectiveness and Improvement (2006)
Schmeil, A., Eppler, M.J.: Knowledge sharing and collaborative learning in second life: a classification of virtual 3d group interaction scripts. J. Univ. Comput. Sci. 15(3), 665–677 (2008)
Seezink, A., Poell, R.: Continuing professional development needs of teachers in schools for competence-based vocational education. J. Eur. Ind. Training 34(5), 455–474 (2010)
Sutton, R., Wheatley, K.: Teachers’ emotions and teaching: a review of the literature and directions for future research. Educ. Psychol. Rev. 15(4), 327–358 (2003)
Singh, D.: Emotional Intelligence at Work: A Professional Guide. Sage Publications, New Delhi (2003)
TDA (Training and Development Agency): Professional standards for teachers (2007). https://www.rbkc.gov.uk/pdf/qts-professional-standards-2008.pdf. Accessed 26 July 2015
Whitehouse, P., Breit, L., McCloskey, E., Ketelhut, D.J., Dede, C.: An overview of current findings from empirical research on online teacher professional development. In: Dede, C. (ed.) Online Professional Development for Teachers: Emerging Models and Methods, pp. 13–30. Harvard Education Press, Cambridge (2006)
Whitehouse, P., Reynolds, R., Caperton, I.: Globaloria pilot year one: new directions for 21st century teacher professional development. In: Gibson, I., et al. (eds.) Proceedings of Society for Information Technology & Teacher Education International Conference 2009, pp. 1590–1597. AACE, Chesapeake (2009)
Acknowledgements
This work has been partly supported by the Research Center of the University of Piraeus.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland
About this paper
Cite this paper
Giannakou, I., Paraskeva, F., Alexiou, A., Bouta, H. (2016). A Case of Emotional Intelligence for Teachers’ Professional Development: Emotions and Connections are Ubiquitous in Second Life. In: Uden, L., Liberona, D., Feldmann, B. (eds) Learning Technology for Education in Cloud – The Changing Face of Education. LTEC 2016. Communications in Computer and Information Science, vol 620. Springer, Cham. https://doi.org/10.1007/978-3-319-42147-6_4
Download citation
DOI: https://doi.org/10.1007/978-3-319-42147-6_4
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-42146-9
Online ISBN: 978-3-319-42147-6
eBook Packages: Computer ScienceComputer Science (R0)