赋权与沉默:在新任教师中进行基础理论探索
Chunyan Yang1, Ella Rho1, Xueqin Lin1
1Berkeley School of Education, University of California, Berkeley.
School psychology (Washington, D.C.)
|December 14, 2023
概括
新的教师是新教师.
科学领域:
- 教育心理学教育心理学
- 教育社会学教育的社会学
- 教师专业发展教师专业发展
背景情况:
- 教师短缺和福利是关键问题.
- 了解教师赋权和沉默是研究不足的,特别是对于职业生涯早期的教育工作者.
- 随着COVID-19的流行,人们需要对新教师的经验进行研究.
研究的目的:
- 探索影响新教师赋权和沉默的因素.
- 调查心理和社会结构的影响.
- 解决疫情期间关于新任教师的研究缺口.
主要方法:
- 构造主义基于理论的定性方法.
- 探索有助于赋权和沉默的因素.
- 在COVID-19大流行期间,在一个多元化的城市学区对24名一年级教师进行了研究.
主要成果:
- 赋权的心理因素:自主,成就感.
- 赋权的社会结构因素:支持,承认,共同的信念.
- 沉默的心理因素:缺乏自我效能.
- 沉默的社会结构因素:决策能力有限,缺乏安全空间,不熟悉学校规范.
结论:
- 赋权和沉默是不同的,双重因素的构造.
- 调查结果为支持新任教师福祉的战略提供了信息.
- 对学校心理学家的影响,并为多元化的新教师创造包容性环境.
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