Anna K. Döring, Emma Jones, Thomas P. Oeschger, Elena Makarova
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The present study gives voice to educators through the personal experiences of ten UK primary school teachers. Semi-structured interviews were conducted, lasting between 50 and 90 min. Data was analyzed in two stages: First, a deductive structuring content analysis identified how values of self-transcendence versus self-enhancement and openness to change versus conservation, as defined in Schwartz’s (1992) model, were reflected in the interview data. Second, an inductive thematic analysis yielded the following themes: mechanisms of value transmission; implicit vs explicit instruction of values; values that are most difficult to teach; value transmission through taught lessons; the role of collective worship and cultural days; opportunities for value transmission in the wider school environment; and the role that a school culture and ethos play in the transmission of values. 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引用次数: 0
摘要
价值观是指导人类态度和行为的跨情境目标(Schwartz,1992 年)。作为早期社会化的推动者,教师有责任促进公民的民主价值观,以创建一个包容、公平和可持续发展的社会,这是个人和集体福祉所必需的(OECD, 2019)。通过社会互动促进社会和认知发展,学校环境有助于激发好奇心,从而进行反思和调整。在整个课程中,教师使用模仿、建模、启发和讨论等策略帮助儿童认识世界(Makarova et al.,2024;Oeschger et al.,2022)。然而,很少有经验证据能证明教师是如何做到这一点的。本研究通过十位英国小学教师的亲身经历,为教育者发声。研究人员进行了半结构式访谈,访谈时间为 50 至 90 分钟。数据分析分为两个阶段:首先,通过演绎式结构化内容分析,确定了 Schwartz(1992 年)模型中定义的自我超越与自我提升、开放求变与保持沉默这两种价值观在访谈数据中的体现。其次,归纳式主题分析得出了以下主题:价值观传播机制;价值观的隐性与显性教 育;最难教授的价值观;通过教学课程传播价值观;集体礼拜和文化日的作用;在更广 泛的学校环境中传播价值观的机会;以及学校文化和校风在传播价值观中的作用。这项研究支持这样一种观点,即价值观可以通过各种方法在学校环境的各个领域得到推广。
Giving voice to educators: Primary school teachers explain how they promote values to their pupils
Values are the trans-situational goals guiding human attitudes and behavior (Schwartz, 1992). As early socialization agents, teachers have a responsibility to promote democratic values of citizenship to create an inclusive, fair, and sustainable society, necessary for individual and collective well-being (OECD, 2019). By facilitating social and cognitive development through social interactions, the school setting helps spark curiosity, leading to reflection and adaptation. Across the curriculum, teachers use strategies like imitation, modelling, priming, and discussion to help children make sense of the world (Makarova et al., 2024; Oeschger et al., 2022). Yet little empirical evidence exists to support how teachers achieve this. The present study gives voice to educators through the personal experiences of ten UK primary school teachers. Semi-structured interviews were conducted, lasting between 50 and 90 min. Data was analyzed in two stages: First, a deductive structuring content analysis identified how values of self-transcendence versus self-enhancement and openness to change versus conservation, as defined in Schwartz’s (1992) model, were reflected in the interview data. Second, an inductive thematic analysis yielded the following themes: mechanisms of value transmission; implicit vs explicit instruction of values; values that are most difficult to teach; value transmission through taught lessons; the role of collective worship and cultural days; opportunities for value transmission in the wider school environment; and the role that a school culture and ethos play in the transmission of values. This study supports the view that values are promoted through a variety of methods and across all areas of the school environment.
期刊介绍:
The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.