ABSTRACT Background: Good teacher–pupil relationships support the well-being of pupils and promote a good atmosphere in school settings. However, pupils’ diverse needs and behavioural problems can cause challenging situations for teaching staff. There is currently limited understanding about the nature of these situations and how teachers respond and interact with pupils when these challenges arise. Purpose: The aim of this study is to explore the reflections of teaching staff on challenging situations with pupils, in order to gain insight into how teaching staff understand and conceptualise challenging situations. Sample, Design and Method: A descriptive qualitative study design was used. The data were collected from an online course aiming to support the skills that teaching staff employ when facing challenging situations with pupils. Participants were teaching staff who worked at a school in Finland. Qualitative data were derived from the reflective writings of these participants (teachers and classroom assistants, N = 10) about challenging situations. The participants structured their reflective writings using Gibbs’ reflective cycle. Eight participants allowed us to use their writings as research data. The data analysis was a combination of deductive and inductive analysis. Results: Teaching staff were able to reflect on challenging situations from a variety of perspectives. Gibbs’ reflective cycle was a helpful aid for teaching staff when reflecting on their feelings, thoughts, and actions related to challenging situations. The participants tried to understand the challenging situations from the pupils’ point of view and considered the situations as opportunities to learn to review their professional practice. Conclusions: Teaching staff face challenging situations with pupils and have to meet the diverse needs of pupils constantly, in their everyday work. This small-scale study gives in-depth insight into teaching personnel’s reflections on these situations. According to this study, the use of frameworks such as Gibbs’ reflective cycle may help focus reflective learning gleaned from challenging experiences.

中文翻译：

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反思循环：了解学校环境中的挑战性情况

摘要背景：良好的师生关系支持学生的福祉并促进学校环境的良好氛围。然而，学生的多样化需求和行为问题可能会给教学人员带来挑战。目前，人们对这些情况的性质以及教师在出现这些挑战时如何回应和与学生互动的了解有限。目的：本研究的目的是探讨教学人员对学生挑战情境的反思，以深入了解教学人员如何理解和概念化具有挑战性的情境。样本、设计和方法：使用了描述性定性研究设计。这些数据是从在线课程中收集的，该课程旨在支持教师在面对学生挑战时所采用的技能。参与者是在芬兰一所学校工作的教职员工。定性数据来自这些参与者（教师和课堂助理，N = 10）关于挑战性情况的反思性著作。参与者使用吉布斯的反思循环来构建他们的反思性写作。八位参与者允许我们使用他们的著作作为研究数据。数据分析采用演绎分析和归纳分析相结合的方式。结果：教学人员能够从各种角度反思具有挑战性的情况。吉布斯的反思循环有助于教职工反思与挑战性情况相关的感受、想法和行动。参与者试图从学生的角度理解具有挑战性的情况，并将这些情况视为学习回顾他们专业实践的机会。结论：教学人员面临着学生面临的挑战，必须在日常工作中不断满足学生的多样化需求。这项小规模的研究深入了解了教学人员对这些情况的反思。根据这项研究，使用 Gibbs 反思循环等框架可能有助于集中从具有挑战性的经历中收集的反思性学习。这项小规模的研究深入了解了教学人员对这些情况的反思。根据这项研究，使用 Gibbs 反思循环等框架可能有助于集中从具有挑战性的经历中收集的反思性学习。这项小规模的研究深入了解了教学人员对这些情况的反思。根据这项研究，使用 Gibbs 反思循环等框架可能有助于集中从具有挑战性的经历中收集的反思性学习。