Korleis vurderer lærarar trening i relasjonsbygging og sosial kompetanse som verkty i førebygging og handtering av mobbing
Year: 2012
Type: dissertation
Abstract: Summary\nThe purpose of this assignment is to give an insight into how experienced teachers with competence within relations, work. Research around bullying and educational environment agrees that the quality of the classroom management has an impact on the number of pupils who are being bullied or harassed in a group. The core curriculum of the (LK06) National Curriculum for Knowledge Promotion and the school legislation have high demands as to how the teacher exercise his work and to how the headmaster and school should work actively and systematically to promote an environment without bullying. Consequently I have asked myself: How do teachers assess building of relations and social competence as a tool to prevent and deal with bullying? The question, which also is the foundation of my assignment, has been a guideline to both the theory and the data I have collected. The theory is divided into three. Firstly I have tried to see the current theory about bullying and classroom management (1), evolved around the work of Olweus and Roland, as a basis. Furthermore I have focused on the theory about social competence and relations(2), to a great extent in the assignment. Gresham & Elliot’s categories of social skills have been a guideline for parts of the interviews. I have used Schön’s theory of silent knowledge, to try to understand how teachers develop and share their professional theory and experience. To find answers to my question, I have used qualitative research as a method and interviewed ten teachers from five different schools. As I wished to look further into how teachers with good qualifications within relations and classroom management practiced, I made a strategic selection. To find the “right” teacher`s, I contacted the headmasters with a specific request to come in touch with teachers that had succeeded in their work in classes and that had good relations to their pupils. I interviewed each teacher for an hour. The interviews where recorded on Iphone and transcribed afterwards. While I was working with the data that I collected, I used matrices to get a better thematic view of the data. The interviews with my informants gave me insight in the work of teachers who take interest in preparing children and youngsters for life both socially and professionally. The meetings with these teachers were often marked by enthusiasm and the love of their subject. More than one expressed that they found it meaningful to be able to sit down and reflect and be heard in a theme, that they considered the heart of their mission with teaching. As I interpreted my informants, they regarded practicing social competence and the building of relations, as important tools in how to create a secure environment in a class and prevent bullying. To have good relations with the pupils were useful when they had to correct and set boundaries for unwanted behaviour. Perhaps that could be one of the reasons why these teachers rarely experienced bullying in their classes? There were no occasions during the interviews, where words as difficult or impossible, were used about pupils. On the other hand, I got many good stories about teachers who through creativity and perseverance, managed to make relations with pupils that had large or small problems attaching to others. Furthermore I found many good examples of how teachers through systematic guiding and practise in social competence, could help children adapt in the community of the class. A lot of the pupils I heard of could have developed into people bullying others, some could have been the ones that became bullied and a probably larger group of pupils, could have been in the group of children that are both bullying other children and being bullied themselves. During the last decade, it has been more and more common that schools are organized in teams. My informants tell me that the solidarity, support and the good conversations/reflections in the teams has been an important area for developing security and to grow as teachers. On the other hand, none of my informants could say anything about how the sharing of experience and knowledge from the teams and to the rest of the colleagues happened.
Author: Jon Olav Leira
Language: Norwegian
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2473475750