内外:身份,背景和时间对教师动机和参与的影响
Kerri Shaffer1, Sara M Lamb2, Candace J Chow2
1Graduate School of Education, University at Buffalo, Buffalo, New York, USA.
The clinical teacher
|December 9, 2025
概括
医学教育中的教师动机随着对技能和实践的外部认知的变化而变化. 纵向研究揭示了由社会和流行病背景影响的竞争力,自主性和相关性的演变.
科学领域:
- 医学教育研究 医学教育研究
- 组织心理学 组织心理学
- 职业社会学的社会学
背景情况:
- 了解教师的动机对于维持医学教育的参与至关重要.
- 自决理论 (SDT) 和实践理论提供了探索教师感知的框架.
- 感知技能,意义和实践的外部转变会影响内部教师的经验.
研究的目的:
- 检查教师对能力,自主性和相关性的看法如何演变.
- 调查外部感知和内部教师经验的变化之间的关系.
- 了解教师参与医学教育的长期动态.
主要方法:
- 在四个学年 (AY2019-2023) 期间,对九名教师进行了长度定性案例研究.
- 每年与教师进行面试,其中8人完成了完整的研究.
- 分析涉及用于感应编码和基于理论的演编码的反射主题分析.
主要成果:
- 教师对能力,自主性和相关性的看法因不断变化的社会和机构背景而改变.
- 健康专业知识的社会决定因素的重要性增加,影响了教师的信心.
- 随着COVID-19大流行,边界设置的自主性增加了 (特别是女性注意到),并且需要虚拟连接来保持相关性.
结论:
- 使用SDT和实践理论的纵向方法有效地阐明了教师对其教育角色的观点的变化.
- 教师的经验是动态的,并受到不断变化的外部因素和背景的重大影响.
- 了解这些转变是支持教师动机和随着时间的推移参与的关键.
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