El minuto de 120 segundos: analizar la actividad de trabajo para prevenir problemas de salud mental en educadoras de escuelas primarias
Primary school teachers in Quebec suffer psychological distress, as shown by the Quebec Health Survey. The authors applied and extended the French model of work activity analysis to direct observation of classroom teaching (14 women in 10 classrooms for a total of 48 hr 24 min) to identify stressful...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | Spanish |
| Published: |
1999
|
| Subjects: | |
| Online Access: | https://dialnet.unirioja.es/servlet/oaiart?codigo=6446315 |
| Source: | Salud de los Trabajadores, ISSN 1315-0138, Vol. 7, Nº. 2, 1999, pags. 69-88 |
| Tags: |
Add Tag
No Tags: Be the first to tag this record
|
| Summary: |
Primary school teachers in Quebec suffer psychological distress, as shown by the Quebec Health Survey. The authors applied and extended the French model of work activity analysis to direct observation of classroom teaching (14 women in 10 classrooms for a total of 48 hr 24 min) to identify stressful elements. The authors observed a rapid sequence of actions, eye fixations of short duration, multiple simultaneous activities, and uncomfortable temperature, humidity and noise levels, with little time for physical or mental relaxation. This adverse physical environment is not compatible with a complex cognitive activity such as teaching and learning. One of the determinants of eye fixation and posture was the number of students with behavioral and learning problems. This situation seems to be more common in the earlier grade levels, which is when the identification and referral of children with problems are more likely to occur. Educators use many strategies to teach, to create a learning environment and to maintain attention in classrooms under adverse conditions. Thus, they have to adapt, develop new materials and correct student projects, outside of school hours, for a mean of 16 hours per week. However, teachers are often portrayed by the media as people who are unwilling to work. A review of these strategies led to recommendations to improve relationships between teachers and their supervisors, to attain social recognition of the importance and difficulty underlying their work and to provide a physical environment (number of children, proportion of children with problems) in each classroom more conducive to teaching. |
|---|