dc.contributor.author | Skåland, Børge | |
dc.date.accessioned | 2017-02-01T08:38:59Z | |
dc.date.available | 2017-02-01T08:38:59Z | |
dc.date.created | 2016-08-31T13:38:05Z | |
dc.date.issued | 2016 | |
dc.identifier.citation | Teaching and Teacher Education : An International Journal of Research and Studies. 2016, 59 309-317. | nb_NO |
dc.identifier.issn | 0742-051X | |
dc.identifier.uri | http://hdl.handle.net/11250/2429107 | |
dc.description.abstract | This 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 findings in this small-scale Norwegian study indicate that student-to-teacher violation can have 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 disrupted experience of teachers’ self-understanding. This knowledge may influence how teachers can continue working when critical incidents occur. | nb_NO |
dc.language.iso | eng | nb_NO |
dc.publisher | Elsevier | nb_NO |
dc.title | Student-to-teacher violation and the threat to a teacher's self | nb_NO |
dc.type | Journal article | nb_NO |
dc.type | Peer reviewed | nb_NO |
dc.source.pagenumber | 309-317 | nb_NO |
dc.source.volume | 59 | nb_NO |
dc.source.journal | Teaching and Teacher Education : An International Journal of Research and Studies | nb_NO |
dc.identifier.doi | http://dx.doi.org/10.1016/j.tate.2016.06.012 | |
dc.identifier.cristin | 1376954 | |
dc.description.localcode | Author preprint | nb_NO |
cristin.unitcode | 194,67,55,0 | |
cristin.unitname | Program for lærerutdanning | |
cristin.ispublished | true | |
cristin.fulltext | postprint | |
cristin.qualitycode | 2 | |