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Title: Unravelling the ‘Safe’ concept in teaching: what can we learn from teachers’ understanding?
Authors: Turner, Sarah
Braine, Maggie
Keywords: Safe
Teacher training
Teachers’ standards
Issue Date: 2015
Publisher: Taylor and Francis / © NAPCE
Citation: TURNER, S. and BRAINE, M., 2015. Unravelling the ‘Safe’ concept in teaching: what can we learn from teachers’ understanding? Pastoral Care in Education, 33 (1), pp. 47 - 62.
Abstract: The word ‘safe’ is widely used in everyday education speak in phrases such as ‘safe learning environment’, but how do trainee and experienced teachers interpret, understand and use this word in their everyday teaching? Teachers are acting as observers of pupils’ well-being, and one of their roles in the classroom is to offer support to build relationships and enable pupils to achieve their best. This case study reports the use of the ‘safe’ concept by trainee and experienced teachers in England and uses ‘safe spaces’ groupings to allow categorising of the qualitative results obtained. The majority of trainee teacher responses related to ‘safe’ meaning a classroom where no child is embarrassed about sharing their opinions/answers, where pupils are comfortable about taking risks in their learning and one which is rooted in mutual respect. Experienced teachers reported that a ‘safe’ classroom was where pupils could express their thoughts, feel comfortable and be safe from harm. This concept has been used by all participants in this study but differently. The findings could help develop teachers’ understandings to ensure the use of the word ‘safe’ is not limited and maximum impact within school is obtained. It could help all teachers to be fully aware of the broadness of the concept, especially that surrounding the ability to achieve due to the importance of feeling safe in lessons.
Description: This is an Accepted Manuscript of an article published by Taylor & Francis in Pastoral Care in Education on 11 Feb 2015, available online: http://dx.doi.org/10.1080/02643944.2015.1005657.
Sponsor: This work was supported by Loughborough Design School.
Version: Accepted for publication
DOI: 10.1080/02643944.2015.1005657
URI: https://dspace.lboro.ac.uk/2134/18640
Publisher Link: http://dx.doi.org/10.1080/02643944.2015.1005657
ISSN: 0264-3944
Appears in Collections:Published Articles (Design School)

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