English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Wellbeing is a current theme in educational policy. However, responsibility for ensuring student wellbeing is an underexplored aspect of teacher professionalism. Although the scope and boundaries of those responsibilities are becoming to a greater extent defined externally, this does not make teachers’ work more straightforward. This article examines how teachers handle ambiguity and tensions in order to find practical solutions in routine work with issues of student wellbeing. Extended observations of collaborative work in a Norwegian primary school and interviews with teachers form the dataset. The analysis centres on different patterns of handling ambiguity and tensions in everyday work. The conclusions highlight the significance of workplace collaborative contexts oriented toward making the complexity and underlying normative tensions of wellbeing work more visible and approachable.

Teachers’ Collaborative Work at the Boundaries of Professional Responsibility for Student Wellbeing