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.

目前在英国和其他地区存在教师保留危机。在英国，五分之一的教师计划在未来五年内离开教学岗位，三分之一的教师报告说他们有心理健康问题。令人担忧的是，十分之一的教师和学校领导报告说，在2018-19年度有自杀的感觉，有证据表明，教师的幸福感在大流行后进一步下降。这一职业的要求也对学生产生了影响，快乐的课堂取决于快乐的教师。鉴于教师将在支持儿童从大流行病的学术和情感影响中恢复方面发挥关键作用，因此，提高教师复原力的必要性从未像现在这样紧迫。该项目将采用社会生态方法来促进教师的复原力，即复原力不仅仅存在于教师内部，而是分布在个人、环境以及他们之间的相互作用中。该项目将汇集来自教育和心理学的跨学科专业知识，以及教师，学校领导，政策顾问，国家教育联盟（NEU）和慈善机构教育支持的专业知识和经验。这些项目合作伙伴/顾问将在一系列教育创新实验室中聚集在一起，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各地的教师收集。这将有助于我们建立与教师弹性相关的不同因素之间的关系模型（无论是在个人层面还是学校层面），以及它们如何影响关键结果，如幸福感，工作满意度和倦怠风险。初步研究阶段-将设计一系列“生态绘图”方法，并与教师一起使用，以探索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研究结果置于背景中，并产生新的理解，即哪些因素对在特定背景下工作的教师最重要。这一映射阶段将在英格兰的5所小学（3所在一个学院信托基金内合作）和3所中学进行。这些学校将在整个项目中充当项目合作伙伴，为研究设计和分析结果以及在学校内收集数据做出贡献。发展复原力的途径-前两个阶段的研究结果将用于发展在个人和学校层面促进学校复原力的方法。研究团队将与教育创新实验室的项目合作伙伴和顾问合作，开发“生态干预”（针对学校环境和教师个人的干预）。实验室将利用现有的研究以及项目合作伙伴团队的学术和专业知识，在实验室内生成一个弹性策略库。8所项目伙伴学校的参与教师将根据他们的个人需要和学校情况制定干预措施，这些措施将借鉴和扩展这一战略库。学校将实施干预措施，并使用混合方法评估干预措施对教师复原力的影响。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研究结果。项目伙伴学校将在其信托和联盟中向其他学校提供培训。由该项目产生的培训包将在网上免费提供，并将通过NEU、教育支助和MMU的教师教育网络在全英国推广。还将为学生教师创建一个在线课程，并推广到英国大学。这项工作将嵌入到NEU的价值教育，价值教育者战略，并通过会议和文章与其他研究人员分享。