“Extra tålamod, extra tid och lite extra kärlek” : En kvalitativ studie om gymnasielärares upplevelse av att arbeta med korridorselever
Sammanfattning: Within Swedish Secondary Schools, truancy has been an increasing concern over the last eleven years. A specific form of truancy is so called in-school truancy where the student is basically within the school corridors but to a lesser degree attends the lessons. Despite the well documented risks concerning for example employment, income and health and the vast literature demonstrating the importance of teacher experience to promote successful student outcomes, little attention has been given to both teacher experience of truancy and in-school truants in a Swedish context. This master thesis explores Swedish secondary teachers’ experience of working with in-school truants. Four secondary teachers working on an Introduction Program in Sweden were interviewed. The interviews were analyzed using Interpretative Phenomenological Analysis (IPA). Through this analysis six comprehensive themes were constructed: Multifaceted Role- and Responsibility Description, Structure for Security and Consensus, Hope and Credence Embodied, Relationship building Obstacles and Value, Meaningful, Manageable and Rewarding Work and Solidarity as the Solution and Shield. Understanding of the results was deepened through theoretical connections to results that were particularly distinctive. Some of the issues discussed were theories related to work culture, collegial support, self-efficacy, roles, responsibility, relationship building and teacher-student relationships. The results show that the teachers who participated experience their work with this group of students as one with extra demands. Despite extra demands, neither an excess of demands nor unmanageability were experienced. Rather a conviction was evident regarding the possibility to influence these students despite their form of truancy as well as a feeling of purposeful work. This was something which partly distinguished the findings from previous literature found on the subject. The teachers' experiences further suggest that colleagues and work culture constitute important aspects of the work experience. It is also evident that the teachers involved in this study work within a dynamic field where the teacher needs to balance and continuously reflect upon their way of working. Finally, from the teachers’ perspective, in-school truancy was not considered the most problematic or relevant to distinguish from other sorts of truancy.
HÄR KAN DU HÄMTA UPPSATSEN I FULLTEXT. (följ länken till nästa sida)