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“Teach what’s good for learners”: Adaptive teacher pedagogy for social and emotional learning in Malawi

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  • Lee, Jeongmin

Abstract

This article explores how teachers adapt to challenges when integrating social and emotional learning (SEL) into classroom instruction in African contexts via a study in Malawi involving 42 teachers. Malawian teachers employ several discrete methods for SEL instruction, including teaching SEL vocabulary, making SEL-guided classroom rules, providing SEL behavior coaching, and using poetry and personalized greetings to foster positive self-concept and relationships. Various factors influence the use of these methods, including teachers’ beliefs about their roles and responsibilities, cultural norms, learner needs, assessment, and classroom constraints. Findings demonstrate that adaptive pedagogy enables teachers to stay committed to SEL despite challenges.

Suggested Citation

  • Lee, Jeongmin, 2023. "“Teach what’s good for learners”: Adaptive teacher pedagogy for social and emotional learning in Malawi," International Journal of Educational Development, Elsevier, vol. 102(C).
    • Handle: RePEc:eee:injoed:v:102:y:2023:i:c:s0738059323001463
    DOI: 10.1016/j.ijedudev.2023.102870
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    References listed on IDEAS

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    1. Chung, Saras & McBride, Amanda Moore, 2015. "Social and emotional learning in middle school curricula: A service learning model based on positive youth development," Children and Youth Services Review, Elsevier, vol. 53(C), pages 192-200.
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