This article concerns what have been variously called mild misbehaviours, minor distractions or emerging conflicts, i.e. situations of mild tension between the teacher and pupils in the classroom. The article responds to calls for further studies on the link between how teachers understand these emerging conflicts and the strategies they suggest to handle them. We carried out two studies on primary school teachers in Sweden, using a qualitatively driven mixed-method design, i.e. the studies were carried out sequentially using different qualitative methods. The first study, the main study, based on individual interviews with 20 teachers, used a phenomenographic approach, capturing these teachers’ different understandings of emerging conflict. The second study, the supplemental study, based on six group interviews with 18 teachers, built on the main study and used a hermeneutic approach, capturing how these teachers link a certain understanding of emerging conflicts to certain themes of suggested strategies. By utilizing this design, we were able to investigate the aforementioned link and build a model of nine different understandings, each linked to one to four strategy themes. Altogether, 22 different strategy themes, together encompassing a multitude of separate strategies, were recognized and linked to the nine different understandings. The results suggest that teachers have a more divergent and nuanced understanding of emerging conflicts, and how to handle them, than earlier studies of this link have reported. The results give valuable insights into developing more accurate quantitative surveys as well as more suitable teacher training programmes.

中文翻译：

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教师如何理解新出现的冲突并制定策略

这篇文章关注的是被称为轻微的不当行为、轻微的分心或新出现的冲突，即课堂上教师和学生之间存在轻微紧张的情况。文章回应了对链接进行进一步研究的呼吁在教师如何理解这些新出现的冲突和他们建议的处理这些冲突的策略之间。我们使用定性驱动的混合方法设计对瑞典的小学教师进行了两项研究，即使用不同的定性方法按顺序进行研究。第一项研究是主要研究，基于对 20 位教师的个人访谈，使用现象学方法，捕捉这些教师对新兴冲突的不同理解。第二项研究，补充研究，基于对 18 位教师的六组访谈，建立在主要研究的基础上并使用解释学方法，捕捉这些教师如何将对新出现的冲突的某种理解与建议策略的某些主题联系起来。利用这种设计，我们能够调查上述链接并建立一个包含九种不同理解的模型，每种理解都与一到四个战略主题相关联。总共有 22 个不同的战略主题，包括大量不同的战略，被认可并与九种不同的理解相关联。结果表明，与早期对该联系的研究报告的相比，教师对新出现的冲突以及如何处理它们的理解更加不同和细致入微。结果为开发更准确的定量调查以及更合适的教师培训计划提供了宝贵的见解。被认可并与九种不同的理解联系在一起。结果表明，与早期对该联系的研究报告的相比，教师对新出现的冲突以及如何处理它们的理解更加不同和细致入微。结果为开发更准确的定量调查以及更合适的教师培训计划提供了宝贵的见解。被认可并与九种不同的理解联系在一起。结果表明，与早期对该联系的研究报告的相比，教师对新出现的冲突以及如何处理它们的理解更加不同和细致入微。结果为开发更准确的定量调查以及更合适的教师培训计划提供了宝贵的见解。