系统审查小学教师的福利:一个整体方法的空间
Mumine Ozturk1, Michael Wigelsworth1, Garry Squires1
1Manchester Institute of Education, The University of Manchester, Manchester, United Kingdom.
Frontiers in psychology
|June 25, 2024
概括
教师福祉研究往往忽视了整体方法,主要关注专业性. 一项系统性审查发现,很少有研究将消极性,积极性和专业性整合在一起,以全面了解教师福祉.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 社会学 社会学 社会学
背景情况:
- 教师的福利对于教育质量至关重要,但与学生的福利相比,仍然没有足够的研究.
- 现有的文献缺乏对教师福祉作为一个独特的构造的一致定义和理解.
- 当前的研究往往侧重于消极方面,如倦怠,忽视了更广泛的视角.
研究的目的:
- 在现有研究中评估教师福祉的多维性.
- 确定教师福利的整体模型是否得到文献的支持.
- 评估有关教师福祉研究的方法质量.
主要方法:
- 2016年至2021年间发表的同行评审论文的系统审查.
- 选1676项研究,其中61篇文章被纳入最终分析.
- 基于主导话语的研究分类:消极性/缺陷性,积极性/繁荣性和专业性.
主要成果:
- 教师福利主要通过专业主义镜头 (18项研究) 进行概念化.
- 很少有研究 (6) 整合了所有三个话语 (消极,积极,专业).
- 这种分散的方法有可能忽视教师福祉的关键方面.
结论:
- 对教师福祉的全面理解需要整合消极,积极和专业精神.
- 忽视其他观点会导致信息丢失,并限制有效的干预策略.
- 对教师福祉的整体方法对于改善教师支持,学生成果和整体教育质量至关重要.
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