Metafore in prepričanja učiteljev o poučevanju ter povezave z zadovoljstvom pri delu
Povzetek
Ta raziskava se osredinja na prepričanja estonskih učiteljev o poučevanju, metaforah iz njihovih baz znanja in o čustvih, povezanih z delom učitelja. Raziskane so bile povezave med temi vidiki in zadovoljstvom učiteljev pri delu. V raziskavi je sodelovalo 658 učiteljev matematike, angleškega jezika, biologije in razrednega pouka. Uporabljena je bila pretežno kvantitativna zasnova, ki je vključevala pristop mešanih metod. Rezultati poudarjajo kompleksnost učiteljevega razumevanja svoje vloge. Med skupinami učiteljev, ki so sodelovali v raziskavi, so bile ugotovljene statistično pomembne razlike. Rezultati so pokazali, da so afektivne konotacije metafor, ki jih učitelji povezujejo s svojim delom, povezane z zadovoljstvom učiteljev pri delu, vendar pa med skupinami učiteljev ni bilo pomembnih razlik glede na naravo njihovih metafor in prepričanj o poučevanju. Rezultati pa kažejo tudi, da so bili učitelji, ki so izražali prepričanja, osredinjena na učence, bolj zadovoljni s svojim delovnim okoljem kot tisti s prepričanji, osredinjenimi na učitelje. Študija kaže, da je pri razumevanju zadovoljstva pri delu pomembno upoštevati prepričanja, bazo znanja in čustva.
Prenosi
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