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dc.contributor.authorSamnøy, Solrun
dc.contributor.authorThurston, Miranda
dc.contributor.authorWold, Bente
dc.contributor.authorJenssen, Eirik S.
dc.contributor.authorTjomsland, Hege Eikeland
dc.coverage.spatialNorwayen_US
dc.date.accessioned2021-01-13T14:34:56Z
dc.date.available2021-01-13T14:34:56Z
dc.date.created2020-12-04T10:16:55Z
dc.date.issued2020
dc.identifier.citationSamnøy, S., Thurston, M., Wold, B., Jenssen, E. S., & Tjomsland, H. E. (2020). Schooling as a contribution or threat to wellbeing? A study of Norwegian teachers’ perceptions of their role in fostering student wellbeing. Pastoral Care in Education.en_US
dc.identifier.issn0264-3944
dc.identifier.urihttps://hdl.handle.net/11250/2722864
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Pastoral Care in Education on 01 Dec 2020, available online: https://www.tandfonline.com/doi/full/10.1080/02643944.2020.1855673. Available: 2022-06-01.en_US
dc.description.abstractLittle is known about the role of teachers in fostering wellbeing in the everyday context of school life. This paper explores the phenomenon among a sample of Norwegian teachers. Focus groups with 23 teachers in four schools (grades 1–10) in Norway were conducted. In the analysis of the findings three themes were developed: 1) fostering student wellbeing as the foundation to teachers’ everyday philosophies, 2) managing the everyday reality of student performance expectations, and 3) teachers struggling to manage these tensions and dilemmas. This study indicated that the teachers viewed concern for students’ wellbeing as integrated in their professional identity, seeing wellbeing and learning as intertwined. However, dilemmas and tensions in teachers’ every day practices were identified, which related to competing expectations and conflicting priorities in the school context. High expectations on academic performance seem to leave the teachers little room for an holistic approach to schooling, where students’ academic and personal development were interwoven. We discuss the possible consequences these findings may have for teachers’ professional identity and judgements, alongside suggestions for how to address these aspects in CPD and initial teacher training programmes.en_US
dc.language.isoengen_US
dc.publisherTaylor & Francisen_US
dc.subjectstudent wellbeingen_US
dc.subjectteachers’ roleen_US
dc.subjectpurpose of educationen_US
dc.titleSchooling as a threat or contribution to wellbeing? A study of Norwegian teachers' perceptions of their role in fostering wellbeing.en_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionacceptedVersionen_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.source.journalPastoral Care in Education: An International Journal of Personal, Social and Emotional Developmenten_US
dc.identifier.doi10.1080/02643944.2020.1855673
dc.identifier.cristin1856136
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.qualitycode1


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