为什么教师会通过表现不佳的学生? 一个Q-方法研究研究
Chunlin Liu1, Jananey Rajagopalan2, Bruce Wainman2
1Temerty Faculty of Medicine, University of Toronto, Toronto, Canada.
BMC medical education
|October 14, 2024
概括
导师避免由于内在动机,外部压力或行政/情绪负担而导致学生失败. 了解这些失败的理由是保持教育标准的关键.
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:
- 正式评估对于学生的学习和识别弱点至关重要.
- 对于教师通过不符合学术期望的学生存在担忧,这种现象被称为"失败到失败".
- 这项研究调查了教练背后的失败现象背后的理由.
研究的目的:
- 识别和分类教师为不失败的学生不符合预期的理由.
- 探索导致高等教育"失败到失败"机制的潜在因素.
主要方法:
- 在加拿大一所大学,57名教师使用了Q-方法.
- 使用了个人因子分析与主要成分因子提取和Varimax旋转.
- 在Stata中使用了QFACTOR程序进行分析,科恩效应大小为0.80,用于语句区分.
主要成果:
- 三种不同的教练观点出现了:内在动机,外在动机,以及行政和情绪障碍.
- 内在动机的教师引用心理障碍,而不是外部压力,通过学生.
- 外在动机的教师表示,他们受到上级的压力和职业问题,而行政和情绪障碍的教师则认为这个过程是压力和情绪上的压力.
结论:
- 三种观点解释了失败到失败的机制,突出了干预的领域.
- 需要透明的讨论和系统解决方案来维护教育和专业标准.
- 建议进行跨学科的进一步研究,以验证这些发现.
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