促进学生教师的福祉

Anna Hartl, D. Holzberger, J. Hugo, K. Wolf, Mareike Kunter
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引用次数: 7

摘要

摘要在教师短缺的时代,学生教师的福祉显得尤为重要。为了防止学生辍学,促进学生的福祉,需要确定大学教师教育的需求和资源。从长远来看,工作量或时间压力等需求会导致情绪衰竭,而情感支持等资源可能会促进幸福感。通过对903名德国高校实习教师进行定量、纵向研究,我们探讨了同伴情感支持(作为一种资源)与情感耗竭(一种幸福感指标)之间的关系。此外,我们还进行了一项定性研究,分析了教师教育过程中辍学的可能原因。潜变评分模型显示,在三个学期的学习过程中,情绪耗竭先增加后略有减少。同伴的情感支持随着时间的推移保持稳定。双变量潜在变化模型表明,社会支持不是后期情绪耗竭的预测因子。定性研究分析了三个主要的退学原因:成绩问题、缺乏学习动机和学习条件。特别是大学的学习条件可以调整,并作为一种资源,以增加学生的福祉。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Promoting Student Teachers’ Well-Being
Abstract. Student teachers’ well-being is particularly important in times of teacher shortage. To prevent student dropout and promote students’ well-being, demands and resources within university teacher education need to be identified. Demands like workload or time pressure can lead to emotional exhaustion in the long-term, while resources like emotional support may foster well-being. By conducting a quantitative, longitudinal study on 903 student teachers from German universities, we investigate the relationship between the emotional support of peers (as a resource) and emotional exhaustion (an indicator of well-being). In addition, we conducted a qualitative study to analyze demands as possible reasons for dropout during teacher education. Latent change score models indicate that emotional exhaustion first increases and then slightly decreases over the course of three semesters. Emotional support by peers remains stable over time. The bivariate latent change model suggests that social support is not a predictor of later emotional exhaustion. The qualitative study analyzed three main dropout intentions: performance problems, lack of study motivation, and study conditions. Especially study conditions at university can be adjusted and act as a resource to increase students’ well-being.
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