为了支持高等教育教师的教学过程和福祉的干预:干预研究的协议
Liisa Postareff1, Anna Parpala2, Petri Nokelainen3
1Unit for Research and Development of Higher Education Pedagogy, Häme University of Applied Sciences, Hämeenlinna, Finland.
JMIR research protocols
|June 25, 2025
概括
高等教育教师可以通过结合指导反思和正念的干预来改善福祉和教学. 这种方法提高了对教学的认识.
科学领域:
- 教育心理学教育心理学
- 高等教育教学的教学.
- 职业福利 职业福利
背景情况:
- 高等教育教师面临着严重的工作压力,这会影响他们的福祉.
- 以学习为中心的教学 (LFT) 与提高教师自我效能和积极情绪有关.
- 正念干预措施对提高教师福祉和教学实践有很大的希望.
研究的目的:
- 为高等教育教师设计和描述一项干预措施.
- 该干预旨在支持教学过程,提高教师福祉.
- 它侧重于指导反思和基于正念的实践,以促进以学习为中心的教学.
主要方法:
- 在线干预包括小组会议和指导反思会议.
- 参与者参与了自我学习,正念练习和录制的视频教学反思.
- 在反思会议期间收集了生理数据 (通过智能戒指唤起).
- 使用经验抽样,采访和调查收集了纵向数据.
主要成果:
- 招聘发生在2023年秋季在芬兰的9个高等教育机构.
- 起初有56名教师参与;到2024年春天,有37名教师完成了干预.
- 目前正在进行的数据收集将持续到2024-2025学年.
结论:
- 这种干预包括指导反思,小组工作和正念.
- 它旨在提高教师对教学与福祉之间的联系的认识.
- 洞察力将为提高高等教育教师福祉和教学效率的战略提供信息.
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