老师们对学生的情绪有什么看法? 混合方法探索他们的隐含理论
Line Fischer1, Catherine Audrin2, Sandrine Biémar1
1FASEF, University of Namur, Rue de Bruxelles 61, B-5000 Namur, Belgium.
概括
幼儿园教师认为,他们的影响驱动学生积极的情绪,如兴趣和自豪感. 在教师培训中整合情感教育对于有效的教学和学生的成功至关重要.
科学领域:
- 教育心理学教育心理学
- 教师培训 培训教师培训
- 社会情感学习 社会情感学习
背景情况:
- 情绪显著影响学生的参与和教师在教育环境中的实践.
- 对于教师如何概念化学生的情绪及其对教学学术的影响,人们的理解有限.
研究的目的:
- 探索关于学生情绪的服务教师的信念.
- 研究这些信仰如何影响教学选择和教学实践.
主要方法:
- 混合方法研究涉及292名在培训中的比利时和瑞士教师.
- 分析教师对学生情绪的概念化及其感知到的实用性.
主要成果:
- 教师将兴趣和骄傲等情绪归因于他们自己的影响,而喜悦和羞耻则被视为外部驱动.
- 情绪的感知效用因上下文而异,兴趣,自豪和快乐被认为是学习最有益的.
- 对情感可塑性的信念与感知到的实用性有关,特别是在增强教师与学生关系方面.
结论:
- 研究结果强调了将情感教育纳入教师培训计划的必要性.
- 在学习中发展对情绪的科学知识可以促进情绪响应式教学.
- 这种融合可以改善教师的幸福感,并提高学生的整体成功.
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