Abstract
In this study, we inquire a real-life case from a Finnish early elementary school classroom and elaborate how the teacher and student(s) together create space for heterogeneous ways of being in the classroom that support their social and emotional competence and well-being. Our study offers conceptual tools and knowledge to support teachers to harness heterogeneity in classrooms – to embrace the ‘stranger’ in both the student and the teacher – to develop pedagogical interaction in challenging classroom contexts. Based on the study, we propose a map for embracing challenging situations in heterogenous classrooms through transformative teaching stance. Central dimensions of the map are (i) dialectical nature of fostering learning in institutional context, (ii) its embodiment in co-regulative processes in students and teachers as experiences of ambivalence and edge-emotions, and (iii) sources of support for teacher to sustain transformative teaching stance. Implications for supporting SEL with a view on teachers’ well-being are discussed.
| Original language | English |
|---|---|
| Title of host publication | International Approaches to Promoting Social and Emotional Learning in Schools |
| Subtitle of host publication | A Framework for Developing Teaching Strategy |
| Editors | Markus Talvio, Kirsti Lonka |
| Place of Publication | London |
| Publisher | Routledge |
| Chapter | 1 |
| Pages | 15-36 |
| Number of pages | 22 |
| Edition | 1 |
| ISBN (Electronic) | 978-1-003-09305-3 |
| ISBN (Print) | 978-0-367-55331-9, 978-0-367-55332-6 |
| DOIs | |
| Publication status | Published - 1 Dec 2021 |
| Publication type | A3 Part of a book or another research book |
Publication forum classification
- Publication forum level 3