Forfattere
Stine Solberg, Anne Edwards, Liv Heidi Mjelve & Geir Nyborg.
Abstract
Childhood shyness and associated psychosocial difficulties can place pupils at risk of underperforming cognitively. Yet shyness is not regarded as a special need demanding a response from education professionals. In this article, drawing on data from a national study of how teachers support shy children, we trace how teachers negotiate this support from the networks of teachers and carers that are available to them. Data comprised post-observation recall interviews, individual interviews and focus groups with teachers, all of whom had successful experiences with shy students. Qualitative responses from a national teacher survey were also analyzed. Analyses were guided by three cultural-historical concepts which explain professional relationships. Four networks were identified: teacher teams; school resource teams; school leadership teams and families. With peers the negotiation was horizontal, drawing on shared concerns with children as learners; with resource teams teachers negotiated upwards by recognizing and addressing the priorities of the resource teams; with leadership teams the school Principals worked relationally and pedagogically with teachers to enable their agentic responses to challenges; while with families teachers worked sensitively to elicit what mattered for the families and encourage relational collaborations with school professionals. The implications for professional learning and school leadership are discussed.