文章基本信息

标题：How does Continuing Training on Social Interaction Skills Benefit Teachers?
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作者：Markus Talvio ; Markus Talvio ; Minna Berg 等
期刊名称：Procedia - Social and Behavioral Sciences
印刷版ISSN：1877-0428
出版年度：2015
卷号：171
页码：820-829
DOI：10.1016/j.sbspro.2015.01.197
语种：English
出版社：Elsevier
摘要：AbstractTeachers benefit from social interaction skills, and studying such skills is often recommended. In the present study, we explored whether comprehensive school teachers of Finland participating in the three credit follow-up training learned to use social interaction skills during the intervention. The studied skills were based on Gordon's theory (2003). The participants were 20 teachers who attended the training, and 20 teachers not attending the training. The effects of the intervention on teachers were examined by using the DCI-instrument (Talvio et al., 2012). Qualitative, theory-driven content analysis was used to classify the data. The statistical differences between the pre-test and post-test scores were examined with the Wilcoxon signed rank test. After the intervention, teachers who participated in the training used significantly more active listening skills and communicated in constructive ways. In the comparison group, no differences between pre- and post-tests were perceived. To conclude, the teachers’ course on social interaction skills appeared to achieve its goals, since the teachers learned to apply the studied skills during the intervention. This study adds to the development of continuing teacher training.
关键词：Teacher training;social interaction skills;Dealing with Challenging Interaction (DCI) method;content analysis;