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...
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1999
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| Source: | Salud de los Trabajadores, ISSN 1315-0138, Vol. 7, Nº. 2, 1999, pags. 69-88 |
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Salud de los Trabajadores, ISSN 1315-0138, Vol. 7, Nº. 2, 1999, pags. 69-88
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Educadoras
Salud ocupacional Ergonomía Investigación participativa Análisis del trabajo Teachers Occupational health Ergonomics Participatives research Work analysis |
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Educadoras
Salud ocupacional Ergonomía Investigación participativa Análisis del trabajo Teachers Occupational health Ergonomics Participatives research Work analysis Messing, Karen Seifert, Ana María Escalona, Evelin El minuto de 120 segundos: analizar la actividad de trabajo para prevenir problemas de salud mental en educadoras de escuelas primarias |
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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.
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Article
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Messing, Karen
Seifert, Ana María Escalona, Evelin |
| author_facet |
Messing, Karen
Seifert, Ana María Escalona, Evelin |
| author_sort |
Messing, Karen
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| title |
El minuto de 120 segundos: analizar la actividad de trabajo para prevenir problemas de salud mental en educadoras de escuelas primarias
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| title_short |
El minuto de 120 segundos: analizar la actividad de trabajo para prevenir problemas de salud mental en educadoras de escuelas primarias
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| title_full |
El minuto de 120 segundos: analizar la actividad de trabajo para prevenir problemas de salud mental en educadoras de escuelas primarias
|
| title_fullStr |
El minuto de 120 segundos: analizar la actividad de trabajo para prevenir problemas de salud mental en educadoras de escuelas primarias
|
| title_full_unstemmed |
El minuto de 120 segundos: analizar la actividad de trabajo para prevenir problemas de salud mental en educadoras de escuelas primarias
|
| title_sort |
el minuto de 120 segundos: analizar la actividad de trabajo para prevenir problemas de salud mental en educadoras de escuelas primarias
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| publishDate |
1999
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https://dialnet.unirioja.es/servlet/oaiart?codigo=6446315
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1746151012751638528
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dialnet-ar-18-ART00012681982022-10-07El minuto de 120 segundos: analizar la actividad de trabajo para prevenir problemas de salud mental en educadoras de escuelas primariasMessing, KarenSeifert, Ana MaríaEscalona, EvelinEducadorasSalud ocupacionalErgonomíaInvestigación participativaAnálisis del trabajoTeachersOccupational healthErgonomicsParticipatives researchWork analysisPrimary 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.La encuesta Santé Quebec muestra que los educadores de escuelas en Quebec presentan un elevado nivel de angustia psicológica. Para identificar los factores que contribuyen a esta situación, se analizó la actividad de trabajo de 14 educadoras de dos escuelas primarias, siguiendo el modelo francés de análisis de la actividad de trabajo. La secuencia rápida de acciones, actividades simultáneas y múltiples, mirada en constante actividad (vigilancia y verificación), muestran pocos momentos de reposo físico y mental. La proporción de alumnos con dificultades de aprendizaje o comportamiento es un determinante de la actividad de la mirada y la postura. La situación parece más frecuente en los primeros niveles donde se identifica y refiere a los niños con dificultades. El entorno físico es inadecuado con temperaturas, humedad y ruido incompatibles con la concentración necesaria para estudiar y enseñar. Las educadoras utilizan estrategias para enseñar, crear un ambiente propicio y mantener la atención de los alumnos en condiciones adversas. Un promedio de 16 horas/semana, después de clases, es consagrado a la adaptación, creación de material y corrección de trabajos. Sin embargo, los medios de comunicación sugieren que las educadoras trabajan poco. El examen de las estrategias llevó a recomendaciones para mejorar las relaciones entre profesores y supervisores, lograr un reconocimiento social de la importancia y dificultades del trabajo y hacer que el ambiente físico y social (proporción de niños con problemas) en las aulas sea propicio a la enseñanza.1999text (article)application/pdfhttps://dialnet.unirioja.es/servlet/oaiart?codigo=6446315(Revista) ISSN 1315-0138Salud de los Trabajadores, ISSN 1315-0138, Vol. 7, Nº. 2, 1999, pags. 69-88spaLICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI
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