Hammerin, Z.;
Basic, G.;
(2024)
Health in everyday teaching practice in Sweden: a social pedagogical analysis of high school teachers’ descriptions.
International Journal of Social Pedagogy
, 13
(1)
, Article 7. 10.14324/111.444.ijsp.2024.v13.x.007.
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Abstract
This article aims to contribute a social pedagogical perspective of high school teachers’ descriptions of working with student health in their teaching practice in Sweden. Ten high school teachers were interviewed. The teachers considered their student health work as consisting of two main aspects: creating a good relationship and helping the students to succeed. These aspects are implicitly and explicitly described as comprising the recognition of the actors’ social and pedagogical identities. This study shows that social pedagogical recognition is significant for common success in school practice in relation to student health work. Clarifying the teachers’ responsibility and competence in student health work and strengthening teachers in their identity as health promoters could improve student health practice.
| Type: | Article |
|---|---|
| Title: | Health in everyday teaching practice in Sweden: a social pedagogical analysis of high school teachers’ descriptions |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/111.444.ijsp.2024.v13.x.007 |
| Publisher version: | https://doi.org/10.14324/111.444.ijsp.2024.v13.x.0... |
| Language: | English |
| Additional information: | © 2024, Zofia Hammerin and Goran Basic. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited. |
| Keywords: | school practice, teacher identities, student identities, student health work |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10195309 |
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