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ABSTRACT
This article provides viewpoints to the development of hospital school pedagogy by analysing challenges of collaboration and encounters between a hospital school teacher and students’ parents. The teacher’s pedagogical work necessitates the ability to work with quite a heterogeneous student group and their parents, and with teachers from students’ own schools. The article is based on experience as a special education teacher at a hospital school and a researcher’s diary of the everyday encounters in the teacher’s work. The observation period formed the data of this study. Findings are presented as the process of collaboration negotiation between the hospital school teacher and the students’ parents. Based on the data and findings, collaboration with students’ own teachers had a significant role. The findings lean on case examples from a hospital school teacher’s everyday work. The research helps to understand the nature of a hospital school teacher’s work and develop hospital school pedagogy.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes on contributors
Dr. Tanja Äärelä is a special education teacher and works as a university lecturer in special education at the University of Lapland. Her research interests include special needs education, hospital school pedagogy, and exclusion.
Dr. Kaarina Määttä is a professor of educational psychology and vice-rector at the University of Lapland, Rovaniemi, Finland. Her research interests focus on positive psychology and human relationships, teacher training and pedagogy, and supervision of doctoral theses.
Dr. Satu Uusiautti is an associate professor of education at the University of Lapland, Rovaniemi, Finland. Her research interests focus on positive development and flourishing in human beings.