教学模式在COVID-19期间对伊伯罗美洲教育工作者的心理影响
Simone Nomie Sato1, Emilia Condes Moreno2, Adriana Rico Villanueva3
1Faculty of Sports Sciences, Universidad Europea de Madrid, 28670 Madrid, Spain.
Behavioral sciences (Basel, Switzerland)
|December 22, 2023
概括
在Ibero-America的大学教育工作者在COVID-19期间面临心理挑战和各种偏好.
科学领域:
- 教育心理学教育心理学
- 高等教育研究 高等教育研究
- 流行病教育学
背景情况:
- 由于COVID-19的流行,全球教育系统需要快速适应,包括伊比罗美洲.
- 教育模式通过在线,混合和面对面的阶段转移,受区域差异的影响.
- 了解这些转变期间的教育工作者经验对于未来的教育弹性至关重要.
研究的目的:
- 调查伊贝罗美洲大学教育工作者的心理形象和教学/学习质量认知.
- 分析这些经验,跨越疫情引起的教育变革的三个不同阶段.
- 确定教学偏好和心理健康影响的区域差异.
主要方法:
- 调查了601名大学教师在各种伊伯罗美洲国家.
- 利用一个全面的问卷来评估人口统计,学术和心理状态.
- 在线,混合和面对面的教学期间检查的数据.
主要成果:
- 在线教育显著影响了教师的幸福感,普遍存在孤独感.
- 拉丁美洲的教育工作者更喜欢在线教学,与欧洲教育工作者更喜欢面对面的教学形成鲜明对比.
- 在拉丁美洲国家的教育工作者中,心理健康问题更为明显.
结论:
- 在教学偏好和心理健康挑战方面,在伊伯罗美洲大学教育工作者中存在显著的分歧.
- 疫情凸显了对社会文化和经济背景敏感的灵活教育框架的需要.
- 强大的心理健康支持系统对于导航教育转型的教育工作者来说至关重要.
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