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Challenging classroom situations: How teachers sustain their commitment to students against the odds
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Didaktik. (Induction)ORCID-id: 0000-0002-1871-4488
2015 (Engelska)Ingår i: EARLI 2015: Book of Abstracts, 2015Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

This paper explores sources of commitment in teachers who have maintained a high level of commitment despite challenging classroom situations. Teacher commitment is important for student success, but can be challenged by negative teacher-student relationships. Eight teachers with a sustained level of commitment for over 15 years were selected for interviews. The semi-structured interviews were transcribed and accounts where the teachers reported on some kind of problem with student behaviour were analysed. Three main sources of commitment in challenging teacher-student relationships were indicated: reconceptualization of problems into intellectual challenges, a sense of professional responsibility for students in problems and confidence after student success against the odds. Learning from those teachers who have managed to maintain their commitment to students despite relational challenges provides important clues to sources of and conditions for commitment.

Ort, förlag, år, upplaga, sidor
2015.
Nyckelord [en]
Qualitative methods, Teaching/instruction, Social int eraction, Primary education, Secondary education
Nationell ämneskategori
Didaktik
Identifikatorer
URN: urn:nbn:se:hig:diva-18288OAI: oai:DiVA.org:hig-18288DiVA, id: diva2:769258
Konferens
16th Biennial EARLI conference, 'Towards a reflective society : synergies between learning, teaching and research', 25-29 August 2015, Limassol, Cyprus
Projekt
Väg-skäl
Forskningsfinansiär
Vetenskapsrådet, 721-2011-5993Tillgänglig från: 2014-12-07 Skapad: 2014-12-07 Senast uppdaterad: 2018-03-13Bibliografiskt granskad

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Totalt: 698 träffar
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  • sv-SE
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