{"title":"2021-2022 年是教师教育工作者的灾难之年吗?教师教育者调查反思","authors":"Phil Wood, Aimee Quickfall","doi":"10.1002/berj.4017","DOIUrl":null,"url":null,"abstract":"<p>The COVID pandemic temporarily altered the functioning of all sections of society. In England, it led to major disruption in the teacher education sector leading to curtailed training in schools and a rapid shift to alternative approaches to teaching and learning. By the 2021–2022 academic year, it was hoped that activity would return to a level of normalcy. However, the continued hangover of the pandemic together with the return of high-stakes inspections by Ofsted, and a decision by the UK Government to instigate an accreditation process for all English initial teacher education (pre-service teacher education) programmes, required to allow institutions to continue offering initial teacher education beyond 2024, all combined to create the potential for a very difficult year. We surveyed 159 teacher educators to capture reflections of their experiences form the 2021–2022 academic year, understanding their perceptions through the lens of the Job Demands-Resources Model (Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). <i>Journal of Applied Psychology</i>, <b>86</b>(3), 499–512, 10.1037//0021-9010.86.3.499) which identifies those factors which may lead to stress and burnout in the work environment (demands) and those which balance against this and offer emotional well-being (resources). The results show a number of high demands over the course of the year, especially related to accreditation and Ofsted pressures, and the extra demands made by the overhang of the pandemic, all factors leading to increased workload. Counteracting these demands are the resources present, particularly the support between colleagues and a strong commitment and enjoyment gained form working with student teachers. However, the long-term sustainability of the role of teacher educator is in question.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.0000,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4017","citationCount":"0","resultStr":"{\"title\":\"Was 2021–2022 an Annus Horribilis for teacher educators? Reflections on a survey of teacher educators\",\"authors\":\"Phil Wood, Aimee Quickfall\",\"doi\":\"10.1002/berj.4017\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>The COVID pandemic temporarily altered the functioning of all sections of society. In England, it led to major disruption in the teacher education sector leading to curtailed training in schools and a rapid shift to alternative approaches to teaching and learning. 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引用次数: 0
摘要
COVID 大流行暂时改变了社会各部门的运作。在英格兰,它导致教师教育部门出现重大混乱,导致学校培训减少,并迅速转向其他教学方法。到 2021-2022 学年,人们希望教育活动能恢复到正常水平。然而,大流行病的持续影响、Ofsted 重新开始的高风险检查,以及英国政府决定对所有英国初始师范教育(职前师范教育)课程启动认证程序,允许院校在 2024 年之后继续提供初始师范教育,所有这些因素结合在一起,有可能造成非常困难的一年。我们对 159 名教师教育工作者进行了调查,以了解他们在 2021-2022 学年的经历,并通过工作需求-资源模型(Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001).应用心理学杂志》,86(3), 499-512, 10.1037//0021-9010.86.3.499),它确定了那些可能导致工作环境压力和倦怠的因素(需求),以及那些能够平衡压力和倦怠并提供情感幸福的因素(资源)。结果表明,在这一年中,有许多高要求,特别是与认证和 Ofsted 压力有关的要求,以及大流行病造成的额外要求,所有这些因素都导致了工作量的增加。与这些要求相抗衡的是现有的资源,特别是同事之间的支持,以及与学生教师一起工作所获得的坚定承诺和乐趣。然而,教师教育者角色的长期可持续性是个问题。
Was 2021–2022 an Annus Horribilis for teacher educators? Reflections on a survey of teacher educators
The COVID pandemic temporarily altered the functioning of all sections of society. In England, it led to major disruption in the teacher education sector leading to curtailed training in schools and a rapid shift to alternative approaches to teaching and learning. By the 2021–2022 academic year, it was hoped that activity would return to a level of normalcy. However, the continued hangover of the pandemic together with the return of high-stakes inspections by Ofsted, and a decision by the UK Government to instigate an accreditation process for all English initial teacher education (pre-service teacher education) programmes, required to allow institutions to continue offering initial teacher education beyond 2024, all combined to create the potential for a very difficult year. We surveyed 159 teacher educators to capture reflections of their experiences form the 2021–2022 academic year, understanding their perceptions through the lens of the Job Demands-Resources Model (Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). Journal of Applied Psychology, 86(3), 499–512, 10.1037//0021-9010.86.3.499) which identifies those factors which may lead to stress and burnout in the work environment (demands) and those which balance against this and offer emotional well-being (resources). The results show a number of high demands over the course of the year, especially related to accreditation and Ofsted pressures, and the extra demands made by the overhang of the pandemic, all factors leading to increased workload. Counteracting these demands are the resources present, particularly the support between colleagues and a strong commitment and enjoyment gained form working with student teachers. However, the long-term sustainability of the role of teacher educator is in question.
期刊介绍:
The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world. For further information on the association please visit the British Educational Research Association web site. The journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.