具有不同创造性人格类型的中学教师如何应对在线教学的挑战:一种类型学方法
Yu-Lin Chang1, Ching-Lin Wu2,3
1Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei, Taiwan.
概括
由于COVID-19大流行,教师们被迫转向在线教学,这带来了挑战. 这项研究发现,教师的教师.
科学领域:
- 教育心理学教育心理学
- 在线学习教学教学在线学习教学
- 教师专业发展教师专业发展
背景情况:
- 在全球范围内,COVID-19大流行需要快速过渡到在线教学.
- 这一转变给教育工作者带来了重大挑战,影响了教学实践和学生参与.
- 应对这些挑战的应对机制与个人的创造性个性特征有关.
研究的目的:
- 探索台湾中学教师在在线教学适应过程中所面临的感知困难.
- 检查教师与他们的创造性人格类型有关的应对策略.
- 利用类型学方法来理解创意人格群体之间的差异.
主要方法:
- 采用类型学方法来分类创造性的个性特征.
- 利用集群分析将九种创造性人格特质分为四种类型:极低,弱低,弱高和极高.
- 根据教师的创造性人格类型,在四个维度中检查了教师遇到的问题和应对策略.
主要成果:
- 具有极低和微弱低创造性人格类型的教师在课堂管理和教师与学生的互动方面报告了更多的困难.
- 这些教师寻求同行沟通和专业发展,以提高信息技术 (IT) 技能.
- 具有微高和极高创造性人格类型的教师表现出积极参与开发和完善他们的IT技能.
结论:
- 创造性人格类型显著影响教师在线教学环境中的经验和应对策略.
- 较低创造力的人格类型需要针对IT技能和在线环境中的课堂管理提供有针对性的支持.
- 较高的创造性人格类型在将技术整合到教学中更具适应性和创新性.
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