学习中的认识情绪:使用定性调查来探索兽医教育工作者在课堂上响应学生情绪时的含义
Rachel Davis1, April Kedrowicz2, Jenny Moffett3
1Royal Veterinary College, 4 Royal College St., London, NW1 OTU, UK.
Journal of veterinary medical education
|November 29, 2024
概括
兽医教育工作者体验学生的情绪,影响他们的教学效率. 了解和解决这些情感动态对于支持学生学习和教育工作者福祉至关重要.
科学领域:
- 兽医教育 兽医教育
- 医学教育 医学教育
- 教育心理学教育心理学
背景情况:
- 学生的情绪显著影响兽医教育中的学习.
- 教师对学生情绪的反应及其对教学的影响尚未得到充分理解.
- 支持教育工作者是促进学生有效学习的关键.
研究的目的:
- 探索兽医教育工作者如何体验学生的认识系统情绪.
- 了解教育工作者在应对学生情绪时所面临的挑战.
- 确定支持教育工作者管理学生情绪的策略.
主要方法:
- 工作坊讨论的反复解释性分析.
- 探索三个国际兽医学校的教育工作者的经验.
- 定性数据收集侧重于教学中的情感体验.
主要成果:
- 兽医教育工作者经历了一系列与学生表现,临床情况和教学不确定性相关的情绪.
- 教育工作者经常感到压倒和焦虑,缺乏有效支持学习的工具.
- 时间和评估压力加剧了响应学生情绪的挑战,可能使学习失效.
结论:
- 教师的情感体验是兽医学习环境的组成部分.
- 需要有效的策略来支持教育工作者导航学生的情绪.
- 对教育工作者反思资源的机构认可对于改善教学和学习成果至关重要.
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