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| Titel: |
A Model of Classroom Coping Strategies |
| Auteur: |
Pollard, Andrew |
| Verschenen in: |
British journal of sociology of education |
| Paginering: | Jaargang 3 (1982) nr. 1 pagina's 19-37 |
| Jaar: |
1982 |
| Inhoud: |
This paper represents an attempt to construct a theoretical model with which to analyse the social context and genesis of classroom coping strategies, thereby linking macro- and micro-factors. I approach this firstly through a critique of A. Hargreaves' analysis which tends to emphasise macro-factors and constraints on teacher action. I suggest that this analysis should be balanced and augmented by recognition of more independent and creative action in micro contexts. In the second part of the paper I develop Woods' work on teacher survival by considering the use of the interactionist concept of 'self and the phenomenological concept of 'interests-at-hand' as a means of defining the subjective meaning of 'coping', and its implication for classroom processes. I emphasise the importance of teacher biography. Finally a conceptual model which seeks to integrate many macro- and micro-factors which bear on classroom coping strategies is presented. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 1 van 8 gevonden artikelen
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