随着时间的推移,教师与价值相关的教育目标及其与价值相关的学校气候之间的相互作用
Thomas P Oeschger1,2, Elena Makarova1, Evren Raman2
1Institute for Educational Sciences, University of Basel, Basel, Switzerland.
概括
学校气候影响教师的价值观教育目标. 一项瑞士研究发现,创新的学校气候预测了对变化的开放性,而稳定的气候预测了保护,突出了动态的价值发展.
科学领域:
- 教育心理学教育心理学
- 教育社会学教育的社会学
- 价值理论是一个价值理论.
背景情况:
- 价值观教育在学校中至关重要,它是由学校气候和教师目标所塑造的.
- 了解学校气候和教师的价值相关目标之间的相互作用对于有效的价值教育至关重要.
研究的目的:
- 调查教师与价值相关的教育目标和他们对与价值相关的学校气候的感知之间的纵向相互作用.
- 检查四个价值维度的相互关系:对变化的开放,保护,自我提升和自我超越.
主要方法:
- 在15个月内 (四个测量点) 对118名瑞士小学教师进行了长度研究.
- 使用了肖像价值调查问卷和12项学校气候测量尺度.
- 采用随机拦截交叉滞后面板模型,用于数据分析.
主要成果:
- 感知到的学校创新气候预测了教师对变革的开放性目标 (t1-t2),后来产生了反向效应 (t2-t3,t3-t4).
- 稳定的学校气候感知预测了教师的保护目标 (t3-t4).
- 对于自我提升/绩效或自我超越/支持维度,没有发现显著的互惠效应.
结论:
- 调查结果表明,学校气候和教师的价值相关目标之间存在动态,互惠的关系.
- 该研究强调了在价值观教育中考虑环境和社会发展的重要性.
- 结果为塑造小学价值观教育的复杂过程提供了洞察力.
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