概括
一个为期30小时的情绪智能课程提高了医院教师管理情绪的能力. 参与者报告了在独特的教育环境中对学生的情感自我意识和同情心的增强.
科学领域:
- 教育心理学教育心理学
- 特殊教育 特殊教育
- 情绪智能研究 情绪智能研究
背景情况:
- 医院教师需要高度的情感能力来支持住院儿童的教育.
- 独特的教育环境需要教师的创造力,灵活性和创新.
- 情绪智能 (EI) 对于在具有挑战性的环境中有效教学至关重要.
研究的目的:
- 评估30小时EI学术课程对医院教师的影响.
- 评估情绪识别,理解和调节技能的变化.
- 探索教师对课程有效性和改进领域的看法.
主要方法:
- 一项混合方法研究,涉及50名医院教师在10周的时间.
- 使用了前后问卷,焦点小组和半结构面试.
- 包含反思性摘要和课程反,用于全面收集数据.
主要成果:
- 医院教师识别,理解和调节情绪的能力显著增加.
- 教师报告说,他们对学生的情感自我意识和同情心提高了.
- 参与者希望有更多的练习时间来完全掌握EI技能.
结论:
- 该EI课程对医院教师的情感能力产生了积极的影响.
- 对于医院等专业机构的教育工作者来说,EI培训至关重要.
- 建议在医院教师的技能掌握方面进行进一步的开发和实践.
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