Page 44 - Istenič Andreja, Gačnik Mateja, Horvat Barbara, Kukanja Gabrijelčič Mojca, Kiswarday Vanja Riccarda, Lebeničnik Maja, Mezgec Maja, Volk Marina. Ur. 2023. Vzgoja in izobraževanje med preteklostjo in prihodnostjo. Koper: Založba Univerze na Primorskem
P. 44
eja Šepić
Jennings, A. P., in T. M. Greenberg. 2009. »The Prosocial Classroom: Teacher So-
cial and Emotional Competence in Relation to Student and Classroom Out-
comes.« Review of Educational Research 79 (1): 491–525.
Kihlstrom, J., in N. Cantor. 2011. »Social Intelligence.« V The Cambridge Han-
dbook of Intelligence, ur. R. R. Strenberg in S. Kaufman, 564–581. New York:
Cambridge University Press.
Kozina, A., A. Mlekuž, M. Veldin, M. Vidmar in T. Vršnik Perše. 2017. »Socialno, ču-
stveno in medkulturno učenje na ravni šol kot način zmanjševanja anksi-
oznosti in agresivnosti: pregled obstoječih programov v Sloveniji in širše.«
Svetovalno delo 21 (2–3): 36–45.
Kres, J. S., in M. J. Ellias. 2002. »Consulation to Support Sustainability of Social
and Emotional Learning Initiatives in Schools.« Consulting Psychology Jo-
urnal: Practice and Research 65 (2): 149–163.
Lozano-Peña, G., Y. Lopez-Angulo, J. Mella-Norambuena in F. Sáez-Delgado.
2021. »Teachers’ Social-Emotional Competence: History, Concept, Models,
Instruments, and Recommendations for Educational Quality.« Sustainabi-
lity 13 (21): 12142.
Mahoney, J. L., L. Dusenbury, M. Greenberg, J. R. Jagers, K. Niemi, M. Schlinger,
J. Schlund, P. T. Shriver, K. VanAusdal, N. Yoder in P. R. Weissberg. 2020. »Sy-
stemic Social and Emotional Learning: Promoting Educational Success for
all Preschool to High School Students.« American Psychologist 76 (7): 1128–
1142.
Marzano, R. J., J. S. Marzano in D. J. Pickering. 2003. Classroom Management That
Works. Alexandria, VA: ASCD.
Priporočilo Sveta z dne 22. maja 2018 o ključnih kompetencah za vseživljenjsko
učenje. 2018. Uradni list Evropske unije, št. C189: 1–13.
Salovey, P., in J. Mayer. 1990. »Emotional Intelligence.« Imagination, Cognition
and Personality 9 (3): 185–211.
Trujilo M., in L. Rivas. 2005. »Orígenes, evolución y modelos de inteligencia
emocional.« Innovar 15 (25): 9–24.
Vršnik Perše, T., A. Kozina, A. Mlekuž, T. Pivec, U. Štremfel, M. Veldin in M. Vid-
mar. 2020. »Socialne, čustvene in medkulturne kompetence učiteljev: na-
povedna vrednost za zadovoljstvo z delom.« Sodobna pedagogika 71 (137):
26–42.
Teachers’ Social and Emotional Competence: The Past and the Future
The article focuses on the presentation of the development of social and emo-
tional competence from a historical perspective, its definition according to
the CASEL Framework, and the importance of developing the teacher’s so-
cial and emotional competence in working with students as well as for their
personal and professional development. Research shows that teachers with
44
Jennings, A. P., in T. M. Greenberg. 2009. »The Prosocial Classroom: Teacher So-
cial and Emotional Competence in Relation to Student and Classroom Out-
comes.« Review of Educational Research 79 (1): 491–525.
Kihlstrom, J., in N. Cantor. 2011. »Social Intelligence.« V The Cambridge Han-
dbook of Intelligence, ur. R. R. Strenberg in S. Kaufman, 564–581. New York:
Cambridge University Press.
Kozina, A., A. Mlekuž, M. Veldin, M. Vidmar in T. Vršnik Perše. 2017. »Socialno, ču-
stveno in medkulturno učenje na ravni šol kot način zmanjševanja anksi-
oznosti in agresivnosti: pregled obstoječih programov v Sloveniji in širše.«
Svetovalno delo 21 (2–3): 36–45.
Kres, J. S., in M. J. Ellias. 2002. »Consulation to Support Sustainability of Social
and Emotional Learning Initiatives in Schools.« Consulting Psychology Jo-
urnal: Practice and Research 65 (2): 149–163.
Lozano-Peña, G., Y. Lopez-Angulo, J. Mella-Norambuena in F. Sáez-Delgado.
2021. »Teachers’ Social-Emotional Competence: History, Concept, Models,
Instruments, and Recommendations for Educational Quality.« Sustainabi-
lity 13 (21): 12142.
Mahoney, J. L., L. Dusenbury, M. Greenberg, J. R. Jagers, K. Niemi, M. Schlinger,
J. Schlund, P. T. Shriver, K. VanAusdal, N. Yoder in P. R. Weissberg. 2020. »Sy-
stemic Social and Emotional Learning: Promoting Educational Success for
all Preschool to High School Students.« American Psychologist 76 (7): 1128–
1142.
Marzano, R. J., J. S. Marzano in D. J. Pickering. 2003. Classroom Management That
Works. Alexandria, VA: ASCD.
Priporočilo Sveta z dne 22. maja 2018 o ključnih kompetencah za vseživljenjsko
učenje. 2018. Uradni list Evropske unije, št. C189: 1–13.
Salovey, P., in J. Mayer. 1990. »Emotional Intelligence.« Imagination, Cognition
and Personality 9 (3): 185–211.
Trujilo M., in L. Rivas. 2005. »Orígenes, evolución y modelos de inteligencia
emocional.« Innovar 15 (25): 9–24.
Vršnik Perše, T., A. Kozina, A. Mlekuž, T. Pivec, U. Štremfel, M. Veldin in M. Vid-
mar. 2020. »Socialne, čustvene in medkulturne kompetence učiteljev: na-
povedna vrednost za zadovoljstvo z delom.« Sodobna pedagogika 71 (137):
26–42.
Teachers’ Social and Emotional Competence: The Past and the Future
The article focuses on the presentation of the development of social and emo-
tional competence from a historical perspective, its definition according to
the CASEL Framework, and the importance of developing the teacher’s so-
cial and emotional competence in working with students as well as for their
personal and professional development. Research shows that teachers with
44
