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dc.contributor.authorSkåland, Børge
dc.date.accessioned2016-12-19T15:15:41Z
dc.date.accessioned2017-03-17T13:28:25Z
dc.date.available2016-12-19T15:15:41Z
dc.date.available2017-03-17T13:28:25Z
dc.date.issued2016-10
dc.identifier.citationTeaching and Teacher Education : An International Journal of Research and Studies 2016, 59:309-317language
dc.identifier.issn1879-2480
dc.identifier.urihttps://hdl.handle.net/10642/4343
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.language.isoenlanguage
dc.publisherElsevierlanguage
dc.rightsPostprint published with Creative Commons BY-NC-NDlanguage
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/3.0/
dc.subjectViolencelanguage
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
dc.date.updated2016-12-19T15:15:41Z
dc.description.versionacceptedVersionlanguage
dc.identifier.doihttp://dx.doi.org/10.1016/j.tate.2016.06.012
dc.identifier.cristin1376954


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Postprint published with Creative Commons BY-NC-ND
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