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dc.contributor.authorSkåland, Børge
dc.date.accessioned2017-02-01T08:38:59Z
dc.date.available2017-02-01T08:38:59Z
dc.date.created2016-08-31T13:38:05Z
dc.date.issued2016
dc.identifier.citationTeaching and Teacher Education : An International Journal of Research and Studies. 2016, 59 309-317.nb_NO
dc.identifier.issn0742-051X
dc.identifier.urihttp://hdl.handle.net/11250/2429107
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 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.isoengnb_NO
dc.publisherElseviernb_NO
dc.titleStudent-to-teacher violation and the threat to a teacher's selfnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.source.pagenumber309-317nb_NO
dc.source.volume59nb_NO
dc.source.journalTeaching and Teacher Education : An International Journal of Research and Studiesnb_NO
dc.identifier.doihttp://dx.doi.org/10.1016/j.tate.2016.06.012
dc.identifier.cristin1376954
dc.description.localcodeAuthor preprintnb_NO
cristin.unitcode194,67,55,0
cristin.unitnameProgram for lærerutdanning
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.qualitycode2


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