Speaker
Description
In Norway the core curriculum states that students shall learn to respect differences and understand that all students have a place in the class- and school community. All teachers are obliged to work for cohesion and belonging in their class to make a safe and supportive learning environment.
Although the students have a legal right to a safe and secure learning environment, and that the staff/ teachers have an obligation to create a feeling of belonging and acceptance among students, little is known about how the schools foster this. The aim of this study is to investigate if and how teachers proactively put fellowship and didactics together to build a feeling of a “collective we” or a class fellowship. Theory about friendship in schools, belonging and peer acceptance is included.
The selection is 24 Norwegian students, 7 teachers and 2 head teachers, in two different secondary schools. Semi structure interview guides was used. The results identify strategies that may be used to improve and develop the class community where students have a feeling of belonging and acceptance of each other. All informants agreed that building “a collective - we” or a good class fellowship is possible, but hard work. The combination of didactics and fellowship are used to build a safe community, in the class, at each level and for the whole school. Teachers and headteachers must bring focus on the “the collective we” into the professional community to gain a safe and secured environment for all students.
Keywords
fellowship didactics and the "collective we"
| Please also indicate what kind of contribution it is: | Scientific |
|---|---|
| Please indicate what type of scientific contribution it is | Qualitative method study |
