VYČLEŇOVÁNÍ VE ŠKOLNÍ TŘÍDĚ: POHLED UČITELŮ

Problem. The goal of the study was to investigate how teachers view exclusion in their class- rooms and how they differentiate exclusion incidents in terms of teacher intervention. Methods and sample. Qualitative research ap- proach, semi-structured interviews conducted with teachers (19), thematic analysis. Results. Based on the interview data, 4 categoies were identified: 1) Exclusion as a construct related to bullying; 2) Problematic exclusion deserving teacher intervention; 3) Legitimate exclusion; 4) Exclusion as an inherent group phenomenon. Teachers considered exclusion a pre-stage or a beginning of bullying. They differentiated less serious forms of exclusion from problematic forms that deserve teacher intervention. They conceptualized the problematic forms using criteria for bullying: asymmetry of power, repetitiveness or long-term duration, and intentionality. Moreover, they considered levels of negative emotions of the excluded student. Teachers identified legitimate exclusion as situations, in which they viewed the exclusion as a result of a voluntary decision of the excluded student. Next, they viewed as legitimate exclusion situations that presented an adequate feedback to inappropriate behavior of the excluded student. A final form of exclusion that teachers considered legitimate presents a temporary exclusion for a purpose of meeting a group achievement goal. According to some teachers, exclusion presents an inherent part of classroom life that may get more serious due to a risk of gradual development of group prejudice and dehumanization regarding the excluded student. When teachers perceive this process, specifically, when students start to treat the excluded student without respect, teachers view it as an indicator of a need for teacher intervention. The found lack of clarity in distinguishing exclusion and bullying un- derscored the need for differentiation of active and passive forms of exclusion and correspond- ing intervention approaches. Limitations. Low number of participants of the study. The sample included mostly teachers who are interested in peer relations in the classrooms.