Out of control: A teacher's account

Ramvi, Ellen

doi:10.1057/pcs.2009.7

Cited by 7 publications

(15 citation statements)

References 23 publications

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“…The knowledge needed for a development of empathy is to be found in a container-contained relationship. The social defence system gives the student nurse protection from a vulnerable relationship with the patient, but does not contain her anxiety as far as allowing her the possibility to learn from experience (see also Ramvi, 2010). A social defence system is rigid and gives no rise to a development of empathy.…”

Section: An Unconscious Defence Intertwined With a System Of Efficiencymentioning

confidence: 99%

The risk of entering relationships: experiences from a Norwegian hospital

Ramvi¹

2011

Journal of Social Work Practice

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This article analyses how nursing students being trained in a Norwegian hospital interact and communicate with their patients -a task that seems to be one of the hardest of all for the students. Based on data from a fieldwork study, the article investigates the development of empathy among student nurses. In doing so, it addresses the concept of a social defence system developed by Isabel Menzies Lyth, who referred to a hypothetical construction describing certain features of a nursing hospital such as a high level of tension, distress and anxiety among the nurses. The findings point to the fact that the nursing students were constantly in danger of losing their focus on the relational aspect of their work; instead, they were being drawn towards an instrumental nursing style. This took place despite the conviction that 'creating a relationship' was one of the most important dimensions of being a competent nurse.

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Section: An Unconscious Defence Intertwined With a System Of Efficiencymentioning

confidence: 99%

The risk of entering relationships: experiences from a Norwegian hospital

Ramvi¹

2011

Journal of Social Work Practice

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“…As relational workers, teachers undertake considerable emotion workand management (Hochschild, 1979). To elaborate on this, we draw on fieldwork in a Norwegian middle school (Ramvi, 2010(Ramvi, , 2017, where teachers claimed that their relationships with students were 'alpha and omega' with regard to being a good teacher and achieving learninga finding recently confirmed by Klinge (2016). Teachers experienced their professional role as something deeply personal and had strong desires for affirmation in teacher-student relationships; self-esteem became attached to the quality of their relationships with students (Ramvi, 2010).…”

Section: Relationships and Learning In Performance Schoolsmentioning

confidence: 95%

“…Teaching and learning take place in relations between teachers and students (Isenbarger & Zembylas, 2006;Näring, Vlerick, & Van de Ven, 2012;Ramvi, 2010). One review indicates the teacher's role and relational competence as the single most important factor for students' learning progress (Nordenbo, Larsen, Tiftikci, Wendt, & Østergaard, 2008), suggesting that a key to understanding learning can be found within 'the learning relationship' (Youell, 2006).…”

Section: Relationships and Learning In Performance Schoolsmentioning

confidence: 99%

Depth-hermeneutics: a psychosocial approach to facilitate teachers’ reflective practice?

Gripsrud

Mellon

Ramvi

2018

Reflective Practice

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In this article we present and outline depth-hermeneutics as a new application of a theoretically founded psychosocial approach, with the ambition of inspiring teachers to explore challenging aspects of their relational work with students. Empirical knowledge and psychodynamic theory suggest that teaching and learning are profoundly rooted in relationship based processes. Hence it is a prerequisite for improving learning and supporting teachers' professional development that challenging aspects in the student-teacher relationship be taken seriously by being examined, with the aim of enabling and supporting learning from experience in reflective practice. We suggest that group-based depth-hermeneutics, a qualitative psychosocial method, may allow for analysis and interpretation of situations and relations in school that may be experienced by teachers as difficult or incomprehensible. Drawing on an empirical example from fieldwork in a Norwegian middle school, we illustrate the nature of a challenging situation and relation in teaching and show step-by-step how depth-hermeneutics can be adapted, adopted, implemented, and facilitated in teacher groups, to increase scenic understanding of such complex phenomena.

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“…The case I present in this article is part of a larger research project on the conditions for learning from experience among teachers [28] [29]. For this overall project, I conducted a one-year ethnographic fieldwork at two middle schools in Norway.…”

Section: Designmentioning

confidence: 99%

“…I spent 326 hours over 99 days in the fieldwork collecting the data. The method is described in detail elsewhere [28] [29]. To gain insights into the teachers' perspectives, it was important that the ethnographic approach emphasize long-lasting, contex-tualized observations with repeated recognition of significant phenomena [30].…”

Section: Designmentioning

confidence: 99%

Passing the Buck, or Thinking about Experience? Conditions for Professional Development among Teachers in a Norwegian Middle School

Ramvi¹

2017

JSS

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This paper uses psychoanalytic ideas to explore obstacles and conditions for learning from experience among teachers. In specific, this is about consequences of failure in relationships. A particular situation that happened during an ethnographic study in a middle school in Norway is used to get as close as possible to a teacher's feelings and perceptions of a frustrating situation. The situation is followed up to understand how the individual teacher tried to deal with the problem and how her colleagues and the school management tried to support and help her. Interpreting the situation to involve violation of all dimensions of the teacher's subjectivity (personal, professional and cultural), the problem seems to be too complex to deal with in the school organization. It seems as if teachers and leadership unconsciously avoid unbearable feelings, with the consequence that violation of the teachers is not recognised, and thus not possible to learn from. Problems were repeated rather than understood.

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Out of control: A teacher's account

Cited by 7 publications

References 23 publications

The risk of entering relationships: experiences from a Norwegian hospital

The risk of entering relationships: experiences from a Norwegian hospital

Depth-hermeneutics: a psychosocial approach to facilitate teachers’ reflective practice?

Passing the Buck, or Thinking about Experience? Conditions for Professional Development among Teachers in a Norwegian Middle School

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