探索学生教师在教学经验中的情绪的先例:特定情况的分析分析
Eva Susann Becker1, Tina Hascher2, Thomas Goetz3
1Center for Teacher Education, University of Cologne, Cologne, Germany.
The British journal of educational psychology
|February 13, 2025
概括
学生教师在教学实习期间经历了相当大的乐趣,愤怒和焦虑. 认知评估强烈地影响这些情绪,强调了有针对性的情感支持的必要性.
科学领域:
- 教育心理学教育心理学
- 教师培训 培训教师培训
- 情感研究 情感研究
背景情况:
- 教学实习对教师的动机至关重要,并为学生教师带来了情感上的挑战.
- 了解学生教师的情绪是至关重要的,因为教学在这个阶段的复杂性.
研究的目的:
- 为了检查学生教师在教学实践期间的离散情绪.
- 调查这些情绪的近距离 (认知评估) 和远距离前 (课堂条件).
- 在以过程为导向的日记研究中考虑上下文变量.
主要方法:
- 这项日记研究涉及瑞士和德国的178名学生教师和3736名学生.
- 学生教师在三个星期内完成了六课教学单元.
- 学生教师报告了情绪 (快乐,愤怒,焦虑) 和认知评估 (控制,价值);学校学生报告了纪律和情境兴趣.
主要成果:
- 在80%的课程中报告了享受,在8%的课程中报告了愤怒,在14%的课程中报告了焦虑.
- 学生教师的认知评估 (控制) 与所有报告的情绪密切相关.
- 课堂条件 (纪律,兴趣) 显示与快乐和愤怒的关联很弱,与焦虑没有关联.
结论:
- 学生教师报告说,在教学实习期间经常出现积极的情绪,但也会出现严重的焦虑.
- 这些发现强调了需要特定的支持系统,以帮助学生教师管理教学的情感需求.
- 观察到的学生教师的焦虑模式与经验丰富的教师的焦虑模式不同,这表明初始培训期间存在独特的挑战.
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