Teaching in Hospitals and Healthcare Resorts: A Qualitative Study of Teachers' Needs

Autor/inn/en	Malkowska-Szkutnik, Agnieszka; Berkowska, Aleksandra; Gajda, Maja; Kleszczewska, Dorota
Titel	Teaching in Hospitals and Healthcare Resorts: A Qualitative Study of Teachers' Needs
Quelle	In: Education Sciences, 11 (2021), Artikel 311 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kleszczewska, Dorota)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Special Schools; Hospitals; Hospitalized Children; Adolescents; Chronic Illness; Special Education Teachers; Teacher Attitudes; Teacher Role; Teaching Conditions; Regular and Special Education Relationship; Elementary Secondary Education; Job Satisfaction; Psychological Needs; Interpersonal Relationship; Foreign Countries; Poland + Suchen Sie Ihr Suchwort? Special school; Sonderschule; Krankengymnast; Krankenhaus; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Chronic disease; Chronische Krankheit; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lehrerrolle; Lehrbedingungen; Unterrichtsbedingungen; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Polen
Abstract	The daily functioning of children who suffer from chronic conditions may be limited by the disease and by hospitalization. Hospital schools have an important role in counterbalancing those negative effects. The aim of the study was to define hospital schools' teachers' needs. The data from qualitative research conducted on 21 Polish hospital school teachers was included in the analysis. A semi-structured interview method was chosen. Researchers played an active role as moderators. Thirty-four descriptive codes were assigned to the main five areas of needs related to: work conditions, the character of work, psychological support, self-fulfillment, and social relations. The results showed that the teachers were concerned about hospital school marginalization, they received no mental health support, and felt that the extent of their role was underestimated by medical staff. The lack of recognition is likely to make teachers feel frustrated, and demotivated. By learning more about what hospital teachers think of their work, it is possible to create recommendations for changes. There seems to be a need to raise awareness of the importance of schools in health care institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01