Abstract

Childhood shyness and associated psychosocial difficulties can place pupils at risk of underperforming cognitively. Yet shyness is not regarded as a special need demanding a response from education professionals. In this article, drawing on data from a national study of how teachers support shy children, we trace how teachers negotiate this support from the networks of teachers and carers that are available to them. Data comprised post-observation recall interviews, individual interviews and focus groups with teachers, all of whom had successful experiences with shy students. Qualitative responses from a national teacher survey were also analyzed. Analyses were guided by three cultural-historical concepts which explain professional relationships. Four networks were identified: teacher teams; school resource teams; school leadership teams and families. With peers the negotiation was horizontal, drawing on shared concerns with children as learners; with resource teams teachers negotiated upwards by recognizing and addressing the priorities of the resource teams; with leadership teams the school Principals worked relationally and pedagogically with teachers to enable their agentic responses to challenges; while with families teachers worked sensitively to elicit the what mattered for the families and encourage relational collaborations with school professionals. The implications for professional learning and school leadership are discussed.

摘要

童年的害羞和相关的社会心理困难会使学生面临认知表现不佳的风险。然而，害羞并不被视为需要教育专业人士做出回应的特殊需求。在这篇文章中，根据一项关于教师如何支持害羞儿童的全国性研究的数据，我们追踪了教师如何从他们可用的教师和照顾者网络中协商这种支持。数据包括观察后回忆访谈、个人访谈和与教师的焦点小组，所有教师都有与害羞学生的成功经验。还分析了来自全国教师调查的定性答复。分析以解释职业关系的三个文化历史概念为指导。确定了四个网络：教师团队；学校资源团队；学校领导团队和家庭。与同龄人的谈判是横向的，借鉴了作为学习者的儿童共同关注的问题；与资源团队教师通过认识和解决资源团队的优先事项来向上协商；通过领导团队，学校校长与教师在关系和教学上合作，使他们能够对挑战做出积极的反应；在与家庭合作的同时，教师们敏锐地工作以了解对家庭来说重要的事情，并鼓励与学校专业人士的关系合作。讨论了对专业学习和学校领导的影响。通过领导团队，学校校长与教师在关系和教学上合作，使他们能够对挑战做出积极的反应；在与家庭合作的同时，教师们敏锐地工作以了解对家庭来说重要的事情，并鼓励与学校专业人士的关系合作。讨论了对专业学习和学校领导的影响。通过领导团队，学校校长与教师在关系和教学上合作，使他们能够对挑战做出积极的反应；在与家庭合作的同时，教师们敏锐地工作以了解对家庭来说重要的事情，并鼓励与学校专业人士的关系合作。讨论了对专业学习和学校领导的影响。