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Teachers’ joint evaluation of the quality of the social climate as a starting point for interventions: a small test in two teacher teams
Stockholm University, Faculty of Social Sciences, Department of Special Education.ORCID iD: 0000-0003-2396-4710
2018 (English)In: Educational Research: Boundaries, Breaches and Bridges: Abstract Book, 2018, p. 168-168Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The aim of the study was to test with teachers’ team a self-assessment instrument of the social climate, in order to investigate how the instrument was evaluated by the teachers; whether the joint assessments provide a useful profile of weaknesses and strengths; and if the assessments function as starting point for interventions planned by the teachers that aim to change and improve the social climate in the class. The theoretical framework includes: theory of values (Schwartz, 1992), self-determination theory (Deci & Ryan, 2012) integrated in a model, Goals and Values in School (GAVIS) that takes account of children’s evaluations of their learning environments (Allodi, 2002, 2007, 2010, 2014). According to the model the goals to pursue in order to experience a good social climate have to cover various basic needs: the needs of autonomy, competence, belonging, openness and stability. Mixed method: teacher questionnaires, and recorded conversations in two teams were collected. Based on the GAVIS model a self-assessment instrument for teachers has been developed that contains 50 items covering 10 domains. The teachers were asked to rate the items choosing one option: this is a challenge; this is something we have worked with, but that can improve; this is a strength. The participants were 10 teachers, 6 working in grade 7 and 4 in grade 8. The teachers discussed the results of the assessments and planned possible interventions. The outcomes were followed- up after two weeks. The contents of the instrument were relevant, but some formulations could be improved. The assessments could identify meaningful strengths and weaknesses. The joint assessment in the teams originated discussions and identified targets for interventions. At the follow-up the teachers had introduced changes and improvements, but they expressed that more time was needed. The self-assessment model seems relevant and useful according to the teachers in order to discuss the social climate and plan common interventions. Some item formulations could be improved by mean of classroom observations.

Place, publisher, year, edition, pages
2018. p. 168-168
Keywords [en]
special education, social climate, teacher team, values, needs
Keywords [sv]
specialpedagogik, socialt klimat, arbetslag, värderingar, behov
National Category
Educational Sciences
Research subject
Special Education
Identifiers
URN: urn:nbn:se:su:diva-154291OAI: oai:DiVA.org:su-154291DiVA, id: diva2:1192559
Conference
The 46th Congress of the Nordic Educational Research Association (NERA), Oslo, Norway, 8-10 March, 2018
Note

The abstract book did not include authors 2 and 3 by mistake.

Available from: 2018-03-22 Created: 2018-03-22 Last updated: 2019-04-08Bibliographically approved

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