A social perspective on resilience: social support and dyadic coping in teacher training.

IF 1.6 Q2 EDUCATION & EDUCATIONAL RESEARCH
Tobias Kärner, Julia Katharina Weiß, Karin Heinrichs
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引用次数: 2

Abstract

Stress in teaching and teacher training is a well-known issue and stress management during teacher training may not only be affected by individual coping efforts, but also determined by private and work-related networks the individual is integrated in. In that regard, our article aims firstly to identify sources of social support in the German teacher training system and secondly to analyze interdependencies in dyadic coping interactions based on the Actor-Partner Interdependence Model. On the basis of questionnaire data from 307 German trainees and qualified teachers from vocational and general schools, we found that mentors, partners, fellow trainees, colleagues at school, parents, and good friends were named as the most supportive reference persons during teacher training. In a follow-up survey, data from 49 sources of support were obtained, which could be assigned to the corresponding (trainee) teachers (in the sense of support recipients). These dyads thus form the basis for the analysis of dyadic coping interdependencies. The results of the moderator analyses show, among other things, that support recipients who prefer the coping strategy palliative emotion regulation tend to react rather sensitively to contrary coping strategies of the source of support with regard to their stress symptoms. Social interactions in this respect can represent both protective as well as risk factors. Therefore, a system of complex social interdependencies must be considered when analyzing relational resilience among prospective teachers.

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心理弹性的社会视角:教师培训中的社会支持与二元应对。
教学和教师培训中的压力是一个众所周知的问题,教师培训中的压力管理不仅受到个人应对努力的影响,而且还受到个人所融入的私人和工作网络的影响。在这方面,我们的文章首先旨在确定德国教师培训系统中社会支持的来源,其次基于行动者-伙伴相互依存模型分析二元应对互动中的相互依存关系。基于对307名来自德国职业学校和普通学校的学员和合格教师的问卷调查数据,我们发现导师、合作伙伴、同行学员、学校同事、父母、好朋友是教师培训过程中最支持的参考人。在后续调查中,获得了49个支持来源的数据,这些数据可以分配给相应的(培训)教师(在支持接受者的意义上)。因此,这些双元构成了分析双元应对相互依赖关系的基础。调节分析的结果显示,在其他方面,支持接受者谁更喜欢应对策略姑息性情绪调节倾向于反应相当敏感的反应对策略的支持来源有关他们的压力症状。在这方面,社会互动既可以代表保护因素,也可以代表危险因素。因此,在分析未来教师的关系弹性时,必须考虑复杂的社会相互依赖系统。
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来源期刊
CiteScore
3.40
自引率
7.70%
发文量
9
审稿时长
13 weeks
期刊介绍: The main focus of this journal is to provide a platform for original empirical investigations in the field of professional, vocational and technical education, comparing the effectiveness, efficiency and equity of different vocational education systems at the school, company and systemic level. The journal fills a gap in the existing literature focusing on empirically-oriented academic research and stimulating the interest in strengthening the vocational part of the educational system, both at the basic and higher education level.
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