Contextual factors contributing to quality implementation of the PAX good behaviour game in Estonia: the view of experienced coaches
DOI:
https://doi.org/10.12697/eha.2023.11.1.06Keywords:
PAX GBG, implementation quality, contextual factorsAbstract
Sotsiaal-emotsionaalsete pädevuste omandamisest võidavad kaasava hariduse kontekstis väga erinevad õppijad. Eestis on täheldatud ja tõendatud VEPA Käitumisoskuste Mängu mõju laste sotsiaal-emotsionaalsetele pädevustele ja heaolule klassis, kuid pole selge, millistest teguritest sõltub VEPA metoodika rakendamise kvaliteet erinevates koolides ja klassiruumides. Seetõttu oli siinse uurimuse eesmärk välja selgitada kogenud mentorite arusaamad programmi kvaliteetsest kasutamisest ja seda mõjutavatest teguritest. Tulemused võimaldavad pöörata tähelepanu programmi kasutamise võimalikele kitsaskohtadele ja neid teadlikult ennetada. Mentorid kirjeldasid eeskätt rakendamise protsessi tahke ja õpilaste reaktsioone. VEPA programmi kasutamist mõjutavad mentorite hinnangul enim õpetajate omadused, programmi toe struktuur, õpetaja ja mentori koostöösuhe ning programmi kasutajatele antav tagasiside ja ühiskondlik kõlapind.
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