教师心理问题的职业原因及干预策略

教师心理健康是学校心理健康教育的重要方面。教师职业的一些特点，如非对称互动、角色问题、工作超负荷、待遇较低等对教师的“理健康有不容忽视的负性影响。应在优化教师工作与生存环境、改善教育管理、提高教师社会地位和待遇、自我调节等方面采取积极的干预以促进教师的心理健康．     

Children's categorisation of play and learning based on social context

While much time has been spent deliberating about the definition of play, little emphasis has been placed on what children themselves perceive as play. The aim of the present study was to examine social context as a cue for children's perceptions of play and learning. Ninety-two children aged between four and six years (mean four years nine months) participated in the study and completed the Activity Apperception Story Procedure. Children were asked to sort photographic stimuli into those they believed depicted play/not play and learning/not learning. Each of the stimuli were identified by independent raters as containing one of the following social cues; teacher absence (solitary activity, parallel activity or cooperative activity) or teacher presence (teacher involved activity or teacher directed activity). Findings revealed that children associated teacher absence with play. More specifically, children made links between play and the presence of peers (parallel and cooperative activity). Findings are discussed in relation to play in the early years curriculum, differences in children's early educational experiences and the importance of understanding children's perceptions of play.     

Early childhood teachers' preparation and the quality of program outcomes

The issue of the preparation of effective teachers becomes more critical for teachers of early childhood programs. It has been hypothesized that better program quality depends on better-educated teachers. The purpose of this investigation was to explore the importance of a high level of education for all early childhood education teachers. This issue has intrigued early childhood researchers and has prompted a large amount of research studies over the past decades. In order to assess the status of this line of inquiry and to provide guidance for future research, a critical analysis of 40 studies on the preparation of early childhood education teachers and the quality of their educational programs that were published within a 15-year (1989-2004) period is presented here. The analysis consisted of literal and allegorical critical analysis and interpretative critical analyses, which generated results in three main areas that focused on the professional development of the teachers, including teachers' professional development, the importance of a Bachelor's Degree and educational standards for early childhood education teachers.     

The future of teacher education in the changing world

Critical issues in the field of teacher education are identified and related to concerns for the preparation of early childhood teachers and the search for professionalism. A concern for quantity and standards and the clarification of professional knowledge are identified as issues of international significance.     

全科医学基层实践基地师资综合评价指标体系的构建

目的 构建一套科学、系统的全科医学基层实践基地师资综合评价指标体系,为全科基层实践基地的师资遴选、评价和考核提供参考。方法 在文献研究、专家咨询和小组讨论的基础上,初步构建全科基层实践基地师资原始指标体系。选择具有中级及以上职称,并长期从事医学教育管理、全科医疗与教学、基层医疗卫生服务与管理工作的32名专家,进行两轮德尔菲专家函询,并对函询结果进行统计分析,确定全科基层实践师资综合评价指标。运用层次分析法计算各指标权重并进行一致性检验。运用Yaahp统计学软件进行数据录入和处理。结果 构建出包含3个一级指标、12个二级指标和61个三级指标的全科医学基层实践基地师资综合评价指标体系。3个一级指标分别为师资遴选纳入标准、教学能力评价标准、师资考核标准;权重系数分别为0.334、0.525、0.142。结论 本研究构建的指标体系具有较好的科学性和系统性,为进一步加强全科基层实践基地师资队伍的建设和管理、提升全科住院医师培养质量,提供了理论依据。     

基于CIPP评价模式构建高校护理学教师教学能力评价指标体系

目的构建高校护理学教师教学能力评价指标体系。 方法通过文献回顾、质性访谈、专家会议等方法,基于CIPP初步构建指标条目池,采用德尔菲法进行两轮咨询确定最终指标体系。 采用Epidata 3.0 录入数据,使用SPSS 23.0软件进行数据分析。结果两轮咨询问卷有效回收率分别为90%、100%,提出建议专家比率分别为83.33%、16.67%;两轮咨询专家权威系数均为0.892;一级、二级指标第一轮咨询协调系数分别为0.216、0.215,第二轮协调系数分别为0.262、0.279。高校护理学教师教学能力评价指标体系包含4个一级指标和30个二级指标。结论基于CIPP评价模式构建的高校护理学教师教学能力评价指标体系科学性较强,有利于综合评价高校护理学教师教学能力,促进教师提升教学能力。     

Estudio de la competencia digital docente en Ciencias de la Salud. Su relación con algunas variables

IntroductionThe digital competences of teachers (TDC) are a key variable to integrate practices with Information and Communications Technology (ICT) in the teaching-learning process. Its development has become one of the main training problems that affect the university field in general and, specifically, the training of Health Sciences professionals. The objective of this article is to determine whether there are significant differences with respect to the level of TDC shown by the teachers of Health Sciences of the Andalusian universities (Spain) based on the variables gender, age, teaching experience, years that they have been using ICT, as well as time spent on technology in the classroom, and technological mastery.MethodsAn inferential study is carried out using contrast statistics for this purpose. A total of 300 teachers completed the DigCompEdu Check In questionnaire, which is capable of evaluating their competence level.ResultsThe results of the study indicate that there are significant differences between different groups for each variable.ConclusionFor this reason, the need to structure personalised training plans and extend the research methodology to other related studies is highlighted.     

Relationships in early childhood education – beyond the professional into the personal within the teacher–child dyad: relationships ‘that ripple in the pond’

The dyadic nature of the teacher–child relationship is recognized as a significant factor in young children’s learning experiences. However understandings about how teachers’ own personal and professional identities and experiences influence their construction of teacher–child relationships are under researched. This article extends upon earlier research by exploring the concept of a networked dimension of teachers’ personal relationships and how they inform their perceptions of their relationships with children within a dynamic system. Through the interpretation of four teachers’ life history narratives and utilizing the lens of development systems theory, we present original insights regarding how they understand their personal and professional relationships with children. We illuminate how teachers’ lives are open, networked and overlapping in nature and that there are implications for teachers’ initial education and professional development.     

教师营养知识、态度、行为与肥胖及其相关代谢性疾病的关系

目的　了解上海地区中小学教师的健康现况和营养知识、态度、行为,探讨营养知识、态度、行为与肥胖及其并发症的关系。方法　以学校为单位,采用整群分层抽样的方法对上海市所有区县中小学的544名卫生教师进行调查,150名非卫生教师作为对照,通过问卷方式进行健康现状及营养知识、态度、行为的调查。结果　卫生教师的肥胖率和患有肥胖相关并发症的比例明显低于非卫生教师（19.81% 比 38.15%,t=22.303,P=0.000;18.68% 比 26.39%,t=4.156,P=0.047）。受调查教师态度得分最高,行为得分最低,其差异有统计学意义（卫生教师：91.76±13.66比 74.42±11.61, t=14.595,P=0.000;非卫生教师：85.67±18.77比 69.88±13.30,t=25.400,P=0.000）。卫生教师各项得分率均高于非卫生教师(知识：84.43±11.98比 75.73±16.82,t=5.822,P=0.000; 态度: 91.76±13.66比 85.67±18.77,t=3.640,P=0.000;行为：74.42±11.61比 69.88±13.30,t=4.030,P=0.000)。教师的体质量指数与知识、态度、行为得分无相关性,所患肥胖疾病与知识得分、态度得分无相关性,而所患肥胖疾病与行为得分和知识、态度、行为总分有相关性（t=-0.146,P=0.005;t=-0.105,P=0.043）。结论　上海地区中小学卫生教师的健康现状与知识、态度、行为有关,其中行为得分与肥胖相关并发症有关。卫生教师的健康知识、行为、态度情况好于非卫生教师。     

Perceptions of self,significant others,and teacher–child relationships in indiscriminately friendly children

ObjectiveDespite increasing research on indiscriminate friendliness in children, almost no research exists on social-cognitive deficits that are supposed to underlie indiscriminately friendly behavior. In this study, we compared indiscriminately friendly children with controls regarding their perceptions of self, reliability trust in significant others, and perceptions of the teacher–child relationship.MethodChildren's perceptions were compared in two samples: a sample of 33 likely cases for disinhibited reactive attachment disorder (RAD) from special education for children with emotional and behavioral disorders (75.76% boys, M_age = 8.52, 96.9% Caucasian, 33.3% and 45.5% of their mothers completed primary or secondary education, respectively) was matched on sex, age, and socio-economic status with a sample of 33 controls from general education. Children participated individually in several interviews assessing global and social self-concept, reliability trust in significant others, teacher–child relationship perceptions, and vocabulary. Parents and teachers completed a screening questionnaire for RAD and the Strengths and Difficulties Questionnaire.ResultsLikely disinhibited RAD-cases showed more indiscriminate friendliness and more problem behavior in general according to their parents and teachers than controls. Furthermore, likely RAD-cases reported a more positive global self-concept, more reliability trust in significant others, and more dependency in the teacher–child relationship than controls.ConclusionsThe results are in line with clinical observations of indiscriminately friendly children and findings in clinical samples of maltreated or attachment disrupted children but contrast hypotheses from developmental attachment research. Further research is needed to explain the more positive perceptions of indiscriminately friendly children.