将组长的情感作为职业教育规划的一个因素来理解。
Understanding group leader affect as a factor for career education programming.
作者信息
Johnson Marlon C, Gibbons Melinda M, Sexton Kody, Hardin Erin, Bagwell Leigh
机构信息
Seminary of the Southwest, 501 E. 32nd Street, Austin, TX 78705, USA.
University of Tennessee, Knoxville, USA.
出版信息
Int J Educ Vocat Guid. 2023 Apr;23:131-147. doi: 10.1007/s10775-021-09508-w. Epub 2021 Sep 24.
The purpose of this study was to explore how group leader affect impacted facilitation of a career education program. Through a case study design, data were gathered via focus groups and blog posts from 16 program staff members. Five major themes were derived, highlighting group leader affect and experience: Emotions During Intervention, Flexibility, Student Engagement and Connections, Support from Program Staff, and School Culture. The findings encouraged career educators to remain flexible when delivering programming, to consider regular evaluations of affect throughout career programming, and to acknowledge the reciprocity of engagement, affect, and programmatic buy-in between facilitators and participants.
本研究的目的是探讨小组组长如何影响职业教育项目的推进。通过案例研究设计，通过焦点小组和16名项目工作人员的博客文章收集数据。得出了五个主要主题，突出了小组组长的影响和经验：干预期间的情绪、灵活性、学生参与度和联系、项目工作人员的支持以及学校文化。研究结果鼓励职业教育工作者在提供项目时保持灵活性，在整个职业项目中定期评估影响，并认识到促进者与参与者之间参与度、影响和项目认同的相互性。
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