E-mentoring για την εκπαίδευση των εκπαιδευτικών : δημιουργία και υλοποίηση ενός ηλεκτρονικού εργαστηρίου βασισμένο στο GROW model για την ανάπτυξη κοινωνικο-συναισθηματικών δεξιοτήτων (SEL skills)

Ψαρολόγου, Άννα

Master Thesis

Author

Ψαρολόγου, Άννα

Date

2022-09

Abstract

The 21st century and the huge changes it brings every day affect every area of everyday life making it necessary to change the way and content of the educational process. The effects of the COVID-19 pandemic have brought new ways of communication and knowledge, creating new "channels" of connection and collaboration as well as new ways of teaching and learning based on technology. Educators are being asked to take on a new role beyond simply imparting academic knowledge by helping their students cultivate social-emotional skills to become respectful and empathetic 21st century citizens. However, it is important that the novice teachers, who enter for the first time the school community, understand the importance of these skills in order to apply them through programs. For this purpose, the technologically supported workshop (e-workshop) "Apt2 Traveling with Daedalus in E-karia", orchestrated with the GROW model, a widely used model in the field of mentoring, was designed and implemented on the MOODLE platform. The aim is to strengthen through the workshop the knowledge of the participants about the social-emotional (SEL skills), so that by experimenting through activities that creatively combine theory with practice, they can implement similar programs in the school classroom. The aim of research study is on the one hand toexamine the acquisition of these skills (self-awareness, self-management, social awareness, responsible decision making, relationship skills) and on the other hand the sequential progress of the participants in order to reach the choice of the best solution for the problematic situations presented through the phases of the GROW model. Moreover, in the context of the e-course, they self-assess and evaluate the communication with fellow learners and with their mentor based on criteria such as communication, active listening, effective questions, and feedback. To achieve this aim, 30 novice primary teachers (with no or minimal teaching experience) implemented the distance learning program and the data obtained from questionnaires, rubrics and embedded activities were used to explore the research questions thoroughly presented in the paper. From the analysis of the data collected after the end of the experimental process, there appeared to be a verification of the alternative hypotheses raised according to the research questions. Therefore, it appears that the educational intervention is successful in achieving the specific goals. In conclusion, some suggestions for further research are mentioned at the end of the paper.

Postgraduate Studies Programme

Ηλεκτρονική Μάθηση

Department

Σχολή Τεχνολογιών Πληροφορικής και Επικοινωνιών. Τμήμα Ψηφιακών Συστημάτων

Number of pages

218

Language

Greek

URI

https://dione.lib.unipi.gr/xmlui/handle/unipi/14726
http://dx.doi.org/10.26267/unipi_dione/2148

Collections

Τμήμα Ψηφιακών Συστημάτων

Show full item record

Except where otherwise noted, this item's license is described as
Αναφορά Δημιουργού-Μη Εμπορική Χρήση-Όχι Παράγωγα Έργα 3.0 Ελλάδα