Professional developments in inclusive schools under conditions of the Covid-19 pandemic

Covid-19 大流行条件下全纳学校的专业发展

• 批准号: 470154877
• 负责人: Professorin Dr. Nadine Spörer
• 金额: --
• 依托单位: Lehrstuhl für Psychologische Grundschulpädagogik
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2021
• 资助国家: 德国
• 起止时间: 2020-12-31 至 2021-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/470154877?language=en
• 关键词: Professional; developments; inclusive; schools; under

Based on theoretical concepts and research findings on leadership styles of school headmasters and professional competence facets of teachers, the present study aims to investigate to what extent profession-related experiences, attitudes and stresses of school headmasters and pedagogical staff have changed against the background of the Covid-19 pandemic. It is assumed that an increased cooperation orientation of school headmasters in particular leads to increased cooperative activities on the part of the teaching staff and thus causes fewer negative changes in the profession-related experiences of the teaching staff (e.g. stress) and learning-relevant characteristics of pupils (e.g. motivation). The study draws on a longitudinal design over three measurement points, distributed over two school years (2018-2020), in which 214 primary and secondary inclusive schools were surveyed. In this follow-up study, the school headmasters and pedagogical staff of the 214 inclusive schools, as well as students of the original grade 2 (N = 40 classes) and grade 7 (N = 20 classes), will be surveyed again. Questionnaires will collect information on professional activities as well as the teaching and learning processes in distance learning settings from a retrospective and current perspective. Through the detailed assessment of cooperative activities and their effects on different groups of actors within the school, the follow-up study demonstrates under which conditions inclusive teaching and learning in distance learning settings can succeed. The knowledge gained will be applied in the area of teacher training and in-service training.

基于校长领导风格和教师专业能力方面的理论概念和研究成果，本研究旨在调查在新冠肺炎大流行背景下，校长和教学人员的专业相关经验、态度和压力发生了多大程度的变化。据推测，特别是校长的合作倾向增加会导致教师的合作活动增加，从而导致教师的专业相关经验（例如压力）和学生的学习相关特征（例如动机）的负面变化减少。该研究采用纵向设计，分布在三个测量点上，分布在两个学年（2018-2020年），其中调查了214所中小学包容性学校。本研究将对214所全纳学校的校长和教学人员，以及原二年级（N = 40个班）和七年级（N = 20个班）的学生进行再次调查。问卷将从回顾和当前的角度收集关于远程学习环境中的专业活动以及教学过程的信息。通过详细评估合作活动及其对学校内不同行为者群体的影响，后续研究证明了远程教育环境中包容性教学在哪些条件下可以成功。所获得的知识将用于教师培训和在职培训领域。