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.

摘要

研究表明，同龄人受害和欺凌是不同教育机构学生的普遍现象，但我们对休闲中心教育背景下的这些问题知之甚少。本研究探讨了休闲教师对他们在瑞典休闲中心日常实践中关于同伴受害的工作的反思。在方法上，该研究基于大约一百名参加持续专业课程的教师的书面反思。结果表明，业余教师在学校组织中拥有非常独特的专业地位，因为他们有机会在白天与学生在各种情况下一起工作，并与学校组织内的其他工作人员合作。然而，结果也揭示了专业文化和物质背景，不同专业人士之间的合作非常有限。职业文化并不总是支持休闲中心教师希望有更多机会与其他工作人员会面和讨论不同问题，并创建一个合作和了解受害学生的联合平台。希望这项研究能够为专业人士和政策制定者提供新的见解，让他们了解如何使休闲中心成为一个安全可靠的教育环境。职业文化并不总是支持休闲中心教师希望有更多机会与其他工作人员会面和讨论不同问题，并创建一个合作和了解受害学生的联合平台。希望这项研究能够为专业人士和政策制定者提供新的见解，让他们了解如何使休闲中心成为一个安全可靠的教育环境。职业文化并不总是支持休闲中心教师希望有更多机会与其他工作人员会面和讨论不同问题，并创建一个合作和了解受害学生的联合平台。希望这项研究能够为专业人士和政策制定者提供新的见解，让他们了解如何使休闲中心成为一个安全可靠的教育环境。