Värdepedagogik i skolans vardag Interaktivt regelarbete mellan lärare och elever

Sammanfattning: The aim of this study is to explore values education as it takes place in everyday interactions between teachers and students. Focus has been on rule practice between teachers and students, which has been interpreted during the research process as the most salient phenomenon in the practice of values education. The study is based on fieldwork in two schools. Two kindergarten-classes, two classes in grade 2, and two classes in grade 5 – in sum, 141 students and 13 teachers – participated. The analysis was accomplished by means of procedures influenced by Grounded Theory.According to the results, teachers’ practice of values education is primarily manifested in everyday teacher-student–interactive rule practice, which refers to all aspects of everyday activity by which participants construct, maintain, mediate, and negotiate rules for and in everyday interaction. A significant part of values education is unplanned and reactive, embedded in everyday life of school with a focus on students’ behaviour, and mostly or partly unconscious. The analysis of the rules in the two schools resulted in five rule categories: relational rules, structuring rules, protecting rules, ersonal rules, and etiquette rules. The meaning of the rule system is to construct order in school and to foster the students in a moral sense by mediating a construction of the desirable student: the benevolent fellow-buddy and the wellbehaved student. According to the findings, four main intervention strategies are used by the teachers within the everyday rule practice: assertion, explanation, negotiation, and preparation. Students meaningmaking of rules vary across the rule-categories. Furthermore, the meanings students make of the rules affect how they value the rules. Relational rules are seen as the most important rules. Many protecting rules and structuring rules are also valued as important. In contrast to these rules, tiquette rules are valued as least important or unnecessary, which, at least in part, could be explained by the students’ problem in making meaning of these rules. To perceive a reasonable and trustworthy meaning behind a rule seems to be a significant part in students’ rule acceptance. Furthermore, students reflect on and judge their school rules and their teachers’ performance in rule practice. Perceptions of injustice, inconsistencies, nonsense, or deceptiveness in relation to rules or teacher behaviour, evoke critique among students, even if students seldom or never articulate their arguments in front of the teachers. The results are discussed in relation to other research and theories such as social constructivism, domain theory, and symbolic interactionism.