Speaker
Description
Theory background and objective
Previous research has identified community-building didactics (Schott & Søndergaard, 2014; Plauborg, 2016; Rabøl Hansen 2014; 2023, Restad & Sandsmark 2022) as a promising approach to prevent bullying in schools. Research on how and why such strategies might work, is however lacking. In this paper we draw on data from an ongoing practice-research partnership involving two teachers in one lower secondary school, to investigate how new strategies of community-building and bullying prevention are integrated into the teaching of school subjects.
Methodology
We employ action research methodology (Efron & Ravid, 2019; Tiller, 2006; Tiller & Gedda, 2017), interviews (Kvale & Brinkmann, 2015) and observation (Olsen & Wølner, 2017) to generate data on teachers’ development of new strategies. We use thematic analysis (Tjora, 2021) to analyze this data.
Results
The study identifies new strategies of bullying prevention in the subjects of religion and mathematics, and discuss opportunities and challenges related to such practices. We also identify and discuss conditions for developing new knowledge and practices to prevent bullying in partnership between schools and teacher education institutions.
Conclusion and implications
The concept of community-building didactics has gained prominence in research and practice over the recent years. A critical examination of how teachers adopt and develop this concept into their teaching is vital to further develop our understanding of this concept, and how it can be leveraged as a sustainable strategy to prevent bullying in the classroom.
Keywords
Community-building didactics, partnership, teacher education
| Please also indicate what kind of contribution it is: | Scientific |
|---|---|
| Please indicate what type of scientific contribution it is | Qualitative method study |
