Baker-Henningham H, Walker S
Department of Educational Studies, University of the West Indies, Mona, Kingston, Jamaica.
Child Care Health Dev. 2009 Sep;35(5):632-42. doi: 10.1111/j.1365-2214.2009.00996.x.
There is a growing evidence base showing the efficacy of school-based interventions to prevent conduct problems but few evaluations have addressed teachers' perceptions of these programmes. Teachers' views on the acceptability, feasibility and usefulness of an intervention will influence implementation fidelity and programme sustainability and can help further our understanding of how the intervention works and how it may be improved.
A pilot study of the Incredible Years Teacher Training Programme supplemented by a curriculum unit on social and emotional skills was conducted in inner-city pre-schools in Kingston, Jamaica. Three pre-schools comprising 15 classrooms participated in the intervention which involved seven monthly teacher workshops and 14 weekly child lessons in each class. At the end of the intervention in-depth individual interviews were conducted with each intervention teacher.
Teachers reported benefits to their own teaching skills and professional development, to their relationships with children and to the behaviour, social-emotional competence and school readiness skills of the children in their class. Teachers also reported benefits to teacher-parent relationships and to children's behaviour at home. A hypothesis representing the teachers' perceptions of how the intervention achieved these benefits was developed. The hypothesis suggests that intervention effects were due to teachers' gains in skills and knowledge in three main areas: (1) a deeper understanding of young children's needs and abilities; (2) increased use of positive and proactive strategies; and (3) explicitly teaching social and emotional skills. These changes then led to the variety of benefits reported for teachers, children and parents. Teachers reported few difficulties in implementing the majority of strategies and strongly recommended wider dissemination of the intervention.
The intervention was valued by Jamaican pre-school teachers and teachers felt they were able to successfully integrate the strategies learned into their regular practice.
越来越多的证据表明基于学校的干预措施在预防行为问题方面具有有效性，但很少有评估涉及教师对这些项目的看法。教师对干预措施的可接受性、可行性和有用性的看法会影响实施的保真度和项目的可持续性，并有助于我们进一步理解干预措施的作用方式以及如何改进。
在牙买加金斯敦的市中心幼儿园对“不可思议的岁月教师培训项目”进行了一项试点研究，并辅以一个关于社会和情感技能的课程单元。三所幼儿园共15个班级参与了干预，每个班级包括七个月度教师工作坊和每周14节儿童课程。在干预结束时，对每位参与干预的教师进行了深入的个人访谈。
教师报告称，干预对他们自己的教学技能和专业发展、他们与儿童的关系以及班级中儿童的行为、社会情感能力和入学准备技能都有好处。教师还报告称，干预对教师与家长的关系以及儿童在家中的行为也有好处。提出了一个代表教师对干预如何实现这些好处的看法的假设。该假设表明，干预效果归因于教师在三个主要领域技能和知识的提升：（1）对幼儿需求和能力的更深入理解；（2）更多地使用积极主动的策略；（3）明确教授社会和情感技能。这些变化进而带来了报告中对教师、儿童和家长的各种好处。教师报告称，在实施大多数策略时几乎没有困难，并强烈建议更广泛地推广该干预措施。
牙买加的学前教师重视该干预措施，并且教师们觉得他们能够成功地将所学策略融入日常实践中。
