为 STEM 中代表性不足的导师提供基于辅导的培训
Molly E Tuck1, Kaylee A Palomino1, Julie A Bradley1
1Department of Transformative Learning, University of Kentucky, Lexington, KY 40506, USA.
概括
基于辅导的培训提高了近同行导师在沟通和领导方面的技能. 这种方法促进了信心和适应能力,有利于教育环境中的导师和辅导员.
科学领域:
- 教育心理学教育心理学
- 导师计划 导师计划
- 在STEM教育方面.
背景情况:
- 基于辅导的模型可以改善学生的学习成果,如自我效能和留学能力.
- 这些模型对于导师发展至关重要,促进解决问题的支持性环境.
- 这种培训可以增强STEM中代表性不足的群体的包容性.
研究的目的:
- 调查基于辅导的近同行导师培训的影响.
- 专注于英国的START计划,涉及高中生.
- 评估辅导员沟通,情绪调节和个人成长的好处.
主要方法:
- 使用与参与者的采访进行的定性研究.
- 专注于在特定计划中的基于指导的培训方法.
- 分析导师报告的经验和技能发展.
主要成果:
- 导师表现出更好的沟通,使用开放式问题和非判断性语言.
- 参与者在压力较大的情况下发展出更好的情绪调节和冷静.
- 导师报告了个人成长,提高了领导力自我认知,并肯定了STEM的信心.
结论:
- 基于辅导的结构化培训有效地建立了支持性的导师与受训者关系.
- 培训方法提高导师的技能和信心,对学习生态系统产生积极影响.
- 这种模式为开发有效和包容性的指导计划提供了有价值的框架.
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