从未来教师的角度来看,教师在应对学校暴力中的角色:一个Q方法方法方法
1Department of Education, Dongguk University, Seoul 04620, Republic of Korea.
Behavioral sciences (Basel, Switzerland)
|November 27, 2024
概括
未来的教师对学校暴力的看法不同,分为以预防为导向,避开现实或以法律法规为导向的类型. 了解这些观点对于有效的学校暴力预防策略至关重要.
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:
- 学校暴力是影响教育环境的一个重要问题.
- 教师的感知和准备对于有效的干预至关重要.
- 现有的研究往往缺乏对不同教师观点的细微了解.
研究的目的:
- 探索未来教师对学校暴力的看法.
- 分类教师在应对学校暴力中的角色和特点.
- 为制定有针对性的教师培训计划提供信息.
主要方法:
- 使用 Q 方法量化分析主观观点.
- 37名未来教师参与了这项研究.
- 通过使用与学校暴力有关的33个不同的陈述收集数据.
主要成果:
- 出现了三种不同的教师类型:以预防为导向的 (类型 1),逃避现实 (类型 2) 和以法律法规为导向的 (类型 3).
- 一类教师通过强大的教师与学生关系优先考虑预防.
- 2型教师倾向于避免这个问题,而3型教师则专注于严格执行规则.
结论:
- 教师培训计划应定制,以解决对学校暴力的各种看法.
- 建议整合实际的预防策略,心理健康教育和冲突解决.
- 培养未来教师的专家能力对于有效管理学校暴力至关重要.
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