Abstract
This qualitative survey study explored the interrelationship between hope as defined by Hope Theory (HT) and social emotional learning (SEL). Participants (N=161) were teachers and counselors in training (TCT) learning to work with English learners (ELs) in K-12 settings. Participants' perspectives of hope, strategies and future plans to integrate hope into the classroom were explored. Findings indicated that TCT in training have some knowledge of hope. Participants’ knowledge was limited in applications of hope in the classroom. There is a need for increased training of SEL and HT to prepare TCT to work with ELs and all students to support academic, social and emotional development.
Recommended Citation
Grissom, D., & Kelchner, V. (2020). Social Emotional Learning and Hope Theory Connections: Perceptions of Teachers and School Counselors in Training. Journal of English Learner Education. (10)1.
Retrieved from https://stars.library.ucf.edu/jele/vol10/iss1/2
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education Commons, Indigenous Education Commons, Language and Literacy Education Commons, Other Educational Administration and Supervision Commons, Teacher Education and Professional Development Commons
