教师个性的历史趋势从人类语言的教师个性
Liang Xu1,2
1Department of Psychology, College of Education, Zhejiang University of Technology, Hangzhou 310014, China.
概括
这项研究追踪了1800-2019年书籍中的教师个性特征. 最多讨论的是良心,教师经常被认为是稳定的,尽管最近对开放性的看法有所下降.
科学领域:
- 教育心理学教育心理学
- 语言分析语言分析
- 教育社会学教育的社会学
背景情况:
- 教师的个性显著影响教育成果和社会观念.
- 对教师特征的历史分析为不断变化的教育优先事项提供了洞察力.
- 五大性格特征为理解这些感知提供了一个框架.
研究的目的:
- 分析从1800年到2019年对教师的五大性格特征的历史演变.
- 识别随着时间的推移,与教师个性有关的社会期望和价值观的变化.
- 将教师的个性描述符与普通人群进行比较.
主要方法:
- 对数以百万计的英语书籍进行了大规模分析.
- 单词频率分析以确定个性特征的突出程度.
- 极性分析用于评估描述符的价值 (正/负).
主要成果:
- 良心是最常讨论的特质,其次是愉悦,开放,外向和神经主义.
- 与普通人群相比,教师更经常被描述为神经性低 (稳定,可靠).
- 自20世纪中叶以来,对开放 (传统) 的负面描述因素有所增加,而积极的描述因素则有所下降.
结论:
- 社会对教师责任 (良心) 和稳定性 (低神经症) 的关注在历史上是一致的.
- 最近的趋势表明,社会正在转向将教师视为对新想法不太开放的人.
- 了解这些历史描述对于当代教育话语和政策至关重要.
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