Understanding Teachers' Uncertainty in Encounters with Pupils with Experiences of Domestic Violence

Autor/inn/en	Selvik, Sabreen; Helleve, Ingrid
Titel	Understanding Teachers' Uncertainty in Encounters with Pupils with Experiences of Domestic Violence
Quelle	In: Scandinavian Journal of Educational Research, 67 (2023) 4, S.650-662 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2022.2042845
Schlagwörter	Teacher Attitudes; Teacher Student Relationship; Family Violence; Self Efficacy; Mentors; Trust (Psychology); Teacher Competencies; Peer Relationship; Supervisors; Information Sources; Help Seeking; Federal Legislation; Child Welfare; Foreign Countries; Teacher Burnout; Faculty Development; Group Discussion; Secondary School Teachers; Norway + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Self-efficacy; Selbstwirksamkeit; Lehrkunst; Peer-Beziehungen; Information source; Informationsquelle; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Bundesrecht; Kindeswohl; Ausland; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Gruppendiskussion; Norwegen
Abstract	Political, legal, and educational documents present expectations for teachers who encounter pupils with experiences of domestic violence. Teachers say they lack competence and confidence and experience uncertainty about their role in this area. This study sheds light on teachers' experiences of uncertainty in their encounters with these pupils. Data was collected in group conversations with ten teachers and coded thematically. Hoekstra & Korthagen and Lauvås & Handal concepts of trusted colleague/peer mentoring together with Bandura's self-efficacy theory were used as a framework. Three challenges generating teachers' experiences of uncertainty: "marginalized opportunities, "crumbled" support channels" and being "out of the information trail." When concerned about a pupil, teachers rarely sought information online, tending instead to seek support from a trusted colleague or a supervisor. They mentioned the need to talk to somebody who knew the pupil and the need for external personal guidance from professionals of an independent state/municipal service. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01