民族文化同理心发展未来的语言教师通过数字多识字资源低识字成年移民的数字多识字资源
Analí Fernández-Corbacho1, Esther Cores-Bilbao2, Patricia Flor-Arasil3
1English Studies Department, Universidad de Huelva, Huelva, Spain.
Frontiers in psychology
|June 21, 2024
概括
数字多识字干预措施增强了未来教师的民族文化同理心,并减少了与低识字移民工作时的焦虑. 该研究强调了这些技能对各种教育环境的重要性.
科学领域:
- 教育教育教育教育教育教育.
- 社会学 社会学 社会学
- 心理学 心理学 心理学
背景情况:
- 21世纪的教育要求教师具备数字化,批判性思维和社会情感技能,特别是同情心.
- 为各种学生群体,包括文盲程度低的成年移民,准备教师至关重要.
- 共感是一种复杂的认知和情感过程,对于有效的教学至关重要.
研究的目的:
- 为了比较两个数字多识字干预措施的有效性.
- 评估对未来语言教师的民族文化同情和认知能力的影响.
- 评估技能的发展,以评估低识字移民的需求.
主要方法:
- 一个混合方法的预后研究与48名教师实习生.
- 数字多字化干预涉及协作多式联络输出创建.
- 使用修订的民族文化同理心 (RSEE) 尺度和定性数据分析进行定量分析.
主要成果:
- 干预后观察到民族文化同理心的显著改善 (因素3) 和焦虑的减少 (因素5).
- 对于同情和焦虑,发现了很大的效果大小.
- 女性参与者表现出比男性更高的民族文化同理心.
结论:
- 数字多识字干预积极影响未来教师的同情心和自我效能.
- 多模式任务增强了与教学不同学习者相关的认知和情感能力.
- 在教师培训中嵌入数字内容创作是发展21世纪基本技能的理想选择.
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