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dc.contributor.authorSkåland, Børge
dc.identifier.citationTeaching and Teacher Education : An International Journal of Research and Studies 2016, 59:309-317language
dc.description.abstractThis paper is based on a study of fourteen Norwegian K - 12 teachers who have been violated by students in schools. One key theme emerged during the process of analysis : the threat to the teachers’ self. This threat appears to be intensified due to lack of support. The f indings in this small - scale Norwegian study indicate that student - to - teacher violation can h ave a serious impact on teachers ’ perceptions of their individual and professional self. The findings disclose that the teachers’ self is affected leading to changed, weakened and di srupted experience of teachers ’ self - understanding. This knowledge may inf luence how teachers can continue working when critical incidents occur .language
dc.rightsPostprint published with Creative Commons BY-NC-NDlanguage
dc.subjectTeacher identitylanguage
dc.subjectSchool violencelanguage
dc.subjectLoss of selflanguage
dc.subjectInterpretative phenomenological analysis (IPA)language
dc.subjectWorkplace violencelanguage
dc.titleStudent-to-teacher violation and the threat to a teacher's selflanguage
dc.typeJournal article
dc.typePeer reviewedlanguage
dc.typeJournal article

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Postprint published with Creative Commons BY-NC-ND
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