弥合教师SEL培训的差距:与教师一起设计和试行在线SEL干预

Sofia Oliveira , Andreia Cardoso , Mariana Oliveira Martins , Magda Sofia Roberto , Ana Margarida Veiga-Simão , Alexandra Marques-Pinto
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引用次数: 0

摘要

本研究通过探索性顺序设计,描述了葡萄牙小学教师(A+)在线SEL干预的发展。首先,为了确保A+ 的相关性和适用性,对66名小学教师进行了10个焦点小组调查(90.9 %为女性,Mage=45.56岁,SDage=5.57)。结果显示教师对SEL干预有强烈的兴趣和感知相关性。基于第一阶段确定的需求和SEL理论框架,设计了a + 的试点版本。为了评估A+ 试点版本的有效性和效度,对21名教师(女性90.5% %,年龄49.00岁,年龄6.44岁)进行了测试前和测试后的混合方法设计。数据通过自我报告问卷收集,并使用鲁棒线性混合模型进行分析。结果表明,A+ 计划对教师的积极影响、负责任的决策技能和幸福感有积极影响。此外,教师们对计划的内容和程序表达了高度的兴趣和满意。尽管存在局限性,但本研究提出了A+ 计划潜在有效性和适用性的有希望的指标。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Bridging the gap in teacher SEL training: Designing and piloting an online SEL intervention with and for teachers
This study depicts the development of an online SEL intervention for Portuguese elementary-school teachers (A+), through an exploratory sequential design. First, to ensure the relevance and applicability of the A+ , ten focus group were conducted with 66 elementary-school teachers (90.9 % female, Mage=45.56 years, SDage=5.57). Results indicated strong interest and perceived relevance among teachers regarding SEL interventions. Based on Phase 1’s identified needs and the SEL theoretical framework, a pilot version of the A+ was designed. To evaluate the efficacy and validity of the A+ pilot version, a pre-posttest mixed-methods design with 21 teachers (90.5 % female, Mage=49.00 years, SDage=6.44) was conducted. Data were collected through self-report questionnaires and analyzed using Robust Linear Mixed Models. Results suggested positive effects of the A+ program on teachers’ positive affect, responsible decision-making skills, and well-being. Additionally, teachers expressed high levels of interest and satisfaction with the proposed content and procedures. Despite its limitations, this study presents promising indicators of the A+ program’s potential effectiveness and suitability.
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