通过以关系为中心的反思来改善教师和孩子之间的关系:一个案例研究
Rianne J Bosman1, Peter F de Jong1, Helma M Y Koomen1
1University of Amsterdam, The Netherlands.
Evaluation & the health professions
|December 4, 2024
概括
教师与儿童互动辅导 (LLInC) 干预措施在改善教师与儿童关系,特别是全球观念方面表现有前途. 建议对更大样本进行进一步的研究,以获得日常关系质量的洞察力.
科学领域:
- 教育心理学教育心理学
- 儿童发展 儿童发展
- 课堂管理 课堂管理
背景情况:
- 教师与孩子之间的关系质量对于学生的福祉和学业成功至关重要.
- 教师与孩子互动的困难可能会对课堂动态产生负面影响.
- 针对教师的心理表现可能提供一种新的方法来改善这些关系.
研究的目的:
- 评估LLInC (教师与儿童互动辅导) 干预措施的有效性.
- 评估LLInC对教师的心理表现和双层教师与儿童关系质量的影响.
- 探索老师和孩子对冲突,亲密和自我效能的日常观念的变化.
主要方法:
- 一个单一的案例研究设计,涉及四名教师和八名来自荷兰的小学生.
- 教师发现了两名孩子,他们与他们经历了具有挑战性的关系.
- 测试前和测试后的评估被用来衡量关系质量和感知的变化.
主要成果:
- 教师对关系质量的总体判断从大多数二次测试的预测到后测试显著改善.
- 对一些双层,特别是第二个目标儿童,观察到对冲突,亲密和自我有效性的日常感知有所改善.
- 当LLInC干预至少适用于两个教师-儿童双节时,它似乎更有利.
结论:
- LLInC展示了作为一种干预措施来提高教师与儿童关系质量的潜力,特别是在全球观念方面.
- 干预对日常感知的影响需要通过更大,更具代表性的样本进行进一步的调查.
- 在课堂环境中,LLInC可能特别有效,当它被用于多个具有挑战性的教师-儿童对象时.
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