Abstract
ABSTRACT Research has shown that peer victimization and bullying are common phenomena among pupils in different educational institutions, yet we know little about these issues in the educational context of the leisure-time centre. This study addresses leisure-time teachers’ reflections on their work regarding peer victimization in the everyday practice of Swedish leisure-time centres. Methodologically, the study is based on written reflections from about a hundred teachers who have been participating in a continuing professional course. The results indicate that leisure-time teachers hold a quite unique professional position within the school organization due to their opportunities to work with pupils in various contexts during the day and their collaborations with other staff within the school organization. Yet the results also reveal a professional culture and material context where collaborations between different professionals are quite limited. The professional culture does not always support the leisure-time centre teachers’ wish to have more opportunities to meet and discuss different issues with other staff members and to create a joint platform for collaboration and understanding about victimized pupils. It is hoped that this study will give professionals and policy makers new insights into how to make the leisure-time centre a safe and secure educational setting.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.