ABSTRACT

Little is known about the role of teachers in fostering wellbeing in the everyday context of school life. This paper explores the phenomenon among a sample of Norwegian teachers. Focus groups with 23 teachers in four schools (grades 1–10) in Norway were conducted. In the analysis of the findings three themes were developed: 1) fostering student wellbeing as the foundation to teachers’ everyday philosophies, 2) managing the everyday reality of student performance expectations, and 3) teachers struggling to manage these tensions and dilemmas. This study indicated that the teachers viewed concern for students’ wellbeing as integrated in their professional identity, seeing wellbeing and learning as intertwined. However, dilemmas and tensions in teachers’ every day practices were identified, which related to competing expectations and conflicting priorities in the school context. High expectations on academic performance seem to leave the teachers little room for an holistic approach to schooling, where students’ academic and personal development were interwoven. We discuss the possible consequences these findings may have for teachers’ professional identity and judgements, alongside suggestions for how to address these aspects in CPD and initial teacher training programmes.

摘要

关于教师在学校生活的日常环境中促进幸福感的作用知之甚少。本文探讨了挪威教师样本中的这种现象。挪威四所学校（1-10 年级）的 23 名教师参加了焦点小组讨论。在对调查结果的分析中，提出了三个主题：1) 培养学生的幸福感，将其作为教师日常理念的基础，2) 管理学生表现期望的日常现实，以及 3) 努力管理这些紧张局势和困境的教师。这项研究表明，教师认为对学生幸福感的关注与他们的专业身份相结合，认为幸福感和学习是相互交织的。然而，我们发现了教师日常实践中的困境和紧张局势，这与学校环境中相互竞争的期望和相互冲突的优先事项有关。对学业成绩的高期望似乎使教师几乎没有空间采用整体的学校教育方法，学生的学业和个人发展相互交织。我们讨论了这些发现可能对教师的专业身份和判断产生的影响，以及如何在 CPD 和初始教师培训计划中解决这些方面的建议。