Examining the implementation of an emotional literacy programme on the pedagogy and reflective practice of trainee teachers

 This study investigated trainee teachers’ delivery of a targeted programme entitled ‘Special Me Time’ (SMT) whilst on teaching placements in Foundation Phase settings in South Wales, over  a  training  year.  As  reflective  practice  formed  an  integral  part  of  the  research,  the  study also  aimed  to  discover  whether  students  reflected  effectively  on  their  practice  by  employing specific reflective practice skills.  The  teaching  experiences  of  two  BA  Initial  Teacher  Training  (ITT)  Year  3  students  and  six PGCE  ITT  students  were  scrutinised,  primarily  through  examination  of  student  reflective diaries  and  lesson  evaluations.  In  addition,  the  study  explored  the  rationale  for  the  further development of good practice in pedagogy related to Personal and Social Development,Well -Being  and  Emotional  Literacy  (PSD/WB/EL)  and  reflective  practice  in  the  School  of Education of a large university. The analysis of results revealed two common themes:Theme one related to the development of students’ pedagogical practice and to the  teaching and facilitation of PSD/WB/EL during ‘Special Me Time’ (SMT). Theme two related to students’  use  of  reflective  practice  to  assess  and  reflect  upon  teaching  performance  and competencies relating to PSD/WB/EL as part of the SMT programme.Findings  from  research  showed  that  students  gained  in  knowledge  relating  to  PSD/WB/EL from undertaking the ‘Special Me Time’ programme. However, students found it difficult to effectively quantify the differences that the programme made.  Students were aware however, that  they  were  spending  what  they  termed  ‘quality  time’  with  the  children.  Students appreciated  the  concept  of  reflective  practice,  but  often  did  not  reflect  upon  or  credit themselves  with  pedagogical  achievements  as  a  result  of  this  process.  Although  student reflection was evident, students did not use reflection as a fundamental part of their practice. They often viewed reflection as superfluous and either did not wholly engage in the concept or  undertook  it  but  did  not  document  the  process  fully,  often  engaging  in  what  I  termed ‘shallow reflection’.  The study concludes by recommending that further research should be conducted in this area. Further  evaluation  of  the  benefits  of  equipping  all  ITT  primary  students  regardless  of  age specialism chosen, with skills and knowledge in relation to teaching/facilitating PSD/WB/EL would be pertinent.  The importance of ITT students developing skills and knowledge in order to  integrate  reflective  practice  into  their  professional  practice  is  particularly significant. Findings from this research will inform future delivery of ITT primary programmes.