Decentring the 'resilient teacher': exploring interactions between individuals and their social ecologies

去中心化“弹性教师”：探索个体与其社会生态之间的互动

• 批准号: ES/X002829/1
• 负责人: Stephanie Ainsworth
• 金额: $ 58.51万
• 依托单位: Manchester Metropolitan University
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2022
• 资助国家: 英国
• 起止时间: 2022 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FX002829%2F1
• 关键词: Decentring; resilient; teacher; exploring; interactions

There is currently a teacher retention crisis in the UK and beyond. One in five teachers in the UK plan to leave teaching within the next five years and a third of teachers report experiencing a mental health issue. Worryingly, one in ten teachers and school leaders reported feeling suicidal in 2018-19, and there is evidence that teacher wellbeing has dropped further still post-pandemic. The demands of the profession also have an impact on pupils, with happy productive classrooms depending on happy teachers. Given that teachers will play a key role in supporting children to recover from the impact of the pandemic both academically and emotionally, the need to promote teacher resilience has never been more urgent. This project will adopt a socio-ecological approach to promoting teacher resilience, which views resilience not as something which resides solely within the teacher, but as distributed across the individual, their environment and the interactions between them. The project will bring together interdisciplinary expertise from across education and psychology with professional expertise and experience from teachers, school leaders, policy consultants, the National Education Union (NEU) and the charity, Education Support. These project partners/advisers will come together in a series of Education Innovation Labs to contribute to each stage of the research process. The project will have 4 key phases:1. Quantitative phase - Survey data will be collected from teachers across England. This will help us to model the relationships between different factors related to teacher resilience (both at the individual and school level) and how they affect key outcomes such as wellbeing, job satisfaction and risk of burnout.2. Participatory research phase - A range of 'ecology-mapping' methods will be designed and used with teachers to explore how these factors play out in teachers' working lives. This will help us to put the quantitative findings into context as well as generating new understandings about which factors are most significant to teachers working in specific contexts. This mapping phase will take place across 5 primary schools (3 working together within one academy trust) and 3 secondary schools in England. The schools will act as project partners throughout the project, contributing to research design and analysis of the findings as well as collecting data within schools.3. Developing pathways to resilience - The findings from the previous two phases will be used to develop ways to promote school resilience at both the individual and school level. The research team will work together with project partners and advisers in the Education Innovation Labs to develop 'ecological interventions' (interventions aimed at the school environment as well as individual teachers). A bank of resilience strategies will be generated within the Labs, drawing upon existing research as well as the academic and professional expertise across the project partner team. Participating teachers at the 8 project partner schools will develop interventions tailored to their individual needs and school contexts, which will draw upon and extend this bank of strategies. The schools will implement the interventions and evaluate the impact that they have on teacher resilience using a mixed methods approach.4. Broadening impact - We will share the findings with schools across the UK as well as researchers within the field. The project partner schools will cascade training to the other schools in their trusts and alliances. A training package, generated by the project, will be made freely available online and will be promoted UK wide through the NEU, Education Support and MMU's teacher education networks. An online course will also be created for student teachers and promoted to UK universities. This work will embedded into the NEU's Value Education, Value Educators strategy and shared with other researchers through conferences and articles.

目前，英国及以后都有教师保留危机。英国五分之一的教师计划在未来五年内离开教学，三分之一的教师报告经历了心理健康问题。令人担忧的是，十分之一的老师和学校领袖报告说，2018 - 19年度有自杀，有证据表明，教师的健康状况已经进一步下降了。该行业的需求也会影响学生，并取决于快乐的老师，富有成效的教室。鉴于教师将在支持儿童从学术和情感上的大流行的影响中恢复到促进教师的适应力的需求从未如此紧迫。该项目将采用一种社会生态学方法来促进教师的韧性，这种方法将韧性视为仅仅存在于教师中的东西，而是在整个个人，他们的环境及其之间的互动中分布。该项目将汇集跨教育和心理学的跨学科专业知识，并提供专业知识和专业知识和经验，来自教师，学校领导，政策顾问，国家教育联盟（NEU）和慈善机构，教育支持。这些项目合作伙伴/顾问将在一系列的教育创新实验室中汇聚在一起，为研究过程的每个阶段做出贡献。该项目将有4个关键阶段：1。定量阶段 - 调查数据将从英格兰的教师那里收集。这将有助于我们建模与教师韧性（个人和学校层面上）有关的不同因素之间的关系，以及它们如何影响关键结果，例如健康，工作满意度和倦怠风险2。参与性研究阶段 - 将与教师一起设计和使用一系列“生态图”方法，以探讨这些因素如何在教师的工作生活中发挥作用。这将有助于我们将定量发现置于上下文中，并对哪些因素在特定情况下最重要的因素产生新的理解。这个地图阶段将在5所小学（一所学院信托基金会共同工作）和英格兰的3所中学进行。学校将在整个项目中充当项目合作伙伴，为研究结果的研究设计和分析以及在学校内收集数据。3。发展弹性的途径 - 前两个阶段的发现将用于开发在个人和学校一级促进学校弹性的方法。研究团队将与项目合作伙伴和教育创新实验室的顾问一起制定“生态干预措施”（针对学校环境以及个人教师的干预措施）。实验室将生成弹性策略的银行，借鉴现有研究以及项目合作伙伴团队的学术和专业知识。在8个项目合作伙伴学校的参与教师将制定针对其个人需求和学校环境量身定制的干预措施，这些干预措施将借鉴并扩展这一战略。学校将使用混合方法方法来实施干预措施，并评估他们对教师弹性的影响4。扩大影响 - 我们将与英国各地的学校以及该领域的研究人员分享调查结果。项目合作伙伴学校将以信托和联盟的信任和联盟的其他学校级联培训。该项目生成的培训包将在网上免费提供，并将通过NEU，教育支持和MMU的教师教育网络广泛推广。还将为学生教师创建一个在线课程，并晋升为英国大学。这项工作将嵌入NEU的价值教育，价值教育者战略中，并通过会议和文章与其他研究人员共享。