小学教育教师的情感能力:在COVID-19后的学校中的一个需求
Roberto Sanz-Ponce1, Elena López-Luján1, Ángela Serrano-Sarmiento2
1Department of General Didactics, Theory of Education and Technological Innovation, Catholic University of Valencia, 46110 Valencia, Spain.
概括
瓦伦西亚的小学教师表现出强大的情感技能,特别是在解释学生的情绪和管理冲突方面. 年轻的教师培养更具包容性的教室,强调需要有针对性的培训来提高情感能力.
科学领域:
- 教育心理学教育心理学
- 教师培训 培训教师培训
- 心理健康在教育中的作用
背景情况:
- 随着COVID-19的流行,学生们的心理健康问题加剧了,包括抑郁症,焦虑和压力.
- 学校和教师需要加强准备,以有效地解决学生日益增长的心理健康需求.
- 了解教师的情感能力对于开发支持性的教育环境至关重要.
研究的目的:
- 分析瓦伦西亚小学教师的情感能力.
- 检查社会人口学变量 (性别,年龄,经验,中心类型,育儿) 如何影响这些能力.
- 识别潜在的培训需求,并建立基于情感技能的教师个人资料.
主要方法:
- 用于瓦伦西亚371名小学教师的样本的量化方法.
- 使用了小学教师教学能力问卷 (计划行动模型).
- 进行描述性,单变体,双变体和集群分析,包括非参数测试 (Wilcoxon,Kruskal-Wallis,Z测试).
主要成果:
- 教师在解释情绪和倾听学生时表现出强大的能力.
- 教师们表现出对偏见,歧视和种族主义的高度拒绝.
- 年轻的教师更倾向于实施包容性学习环境,并有效地管理课堂冲突.
结论:
- 教师通常认为情感能力很高,与一些研究一致,但在某些特定领域 (如观察和解释情感) 超越其他领域.
- 研究结果表明,教师在以多样性为导向的学习和解决冲突方面具有强大的技能.
- 该研究确定了特定的社会人口统计相关性,可以为教师的有针对性的专业发展提供信息.
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