関心のある生徒を特定する 典型的な概念に基づいた生徒の全般的な学校機能の評価に関する小学校教師の思考
Stine Ekornes1, Solveig Holen2, Jo Magne Ingul1
1Regional Centre for Child and Youth Mental Health and Child Welfare, Norwegian University of Science and Technology, Trondheim, Norway.
Frontiers in psychology
|August 20, 2025
まとめ
ノルウェーの教師は 生徒を年齢基準ではなく 個人の基準に照らして評価します 安全な学校環境は 生徒の幸福と出席に不可欠です 特に不安や悲しみの子供にはです
科学分野:
- 教育心理学
- 子どもの心理
背景:
- 教師は,教師のレポートフォーム (TRF) を用いて,生徒の一般的な学校の機能を評価します.
- この研究は,教師のTRF評価の裏にある推論を検証します.
- TRFは,努力,行動,学習,気分に関する典型的な同級生と比較することを含む.
研究 の 目的:
- ノルウェーの小学校の教師が生徒の全般的な学校活動を評価する際の推論と反省の過程を探求する.
- 教師が教師のレポートフォーム (TRF) をどのように利用しているのかを理解する.
- 典型的な生徒の機能に対する教師の認識に影響を与える要因を特定する.
主な方法:
- TRFの終了時に教師の推論の質的分析
- 教師 (n=7) はエコー研究に参加し,エモーション認知行動療法プログラムを使用しました.
- 教師の比較評価戦略に重点を置く
主要な成果:
- 教師は主にグループや年齢相関の比較ではなく,個人相関の比較 (個人ベースライン) を使用します.
- 安全な心理的社会環境は,最適な学校機能と出席のために不可欠であると認識されています.
- これは,悲しみや不安を経験している子供にとって特に重要です.
結論:
- 支援を必要とする生徒を特定するのに役立ちます.
- 教師の観察は,学校の機能不良の早期警告徴候を検出する上で重要な役割を果たします.
- 安全で支援的な学校環境を 促進することは,すべての生徒,特に感情的な課題を持つ生徒に 利益をもたらします.
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