"学生让我保持希望":教师在COVID-19大流行期间的希望
Suzanne H Jones1, LeAnn G Putney2, Brett D Campbell3
1School of Teacher Education and Learning, Utah State University, USA.
概括
在COVID-19大流行期间,K-12教师通过利用意志力,途径力和代理来表现出性并保持希望. 他们对学生的奉献精神推动了他们在具有挑战性的环境下适应教学的能力.
科学领域:
- 教育心理学教育心理学
- 弹性研究 弹性研究
- COVID-19对教育的影响
背景情况:
- COVID-19大流行给K-12教育工作者带来了前所未有的挑战.
- 了解教师的心理资源对于教育的连续性至关重要.
- 希望,包括意志力,途径力和行动力,是克服逆境的关键因素.
研究的目的:
- 检查K-12教师如何实施希望,特别是意志力,方式力和代理权.
- 在教师中识别流行病特定的障碍和希望指标.
- 为了说明教师在COVID-19危机期间的弹性和教学适应.
主要方法:
- 混合方法研究涉及233名K-12公立学校教师在美国西部州.
- 量化调查评估了人们对希望的程度.
- 定性调查探讨了与流行病相关的挑战和应对策略的经验.
主要成果:
- 教师报告说,他们对希望的程度中等至高.
- 定性数据揭示了独特的流行病障碍和意志力,途径力和机构的明确指标.
- 教师对学生的奉献是保持希望的主要因素.
结论:
- 尽管存在与流行病有关的压力因素,但K-12教师表现出显著的性,并保持了希望.
- 教师有效地利用了心理资源,如意志力,方法力和代理权,以适应教学.
- 教师对学生福祉的奉献精神是克服教育挑战的强大动力.
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