Positive teacher–student relationships go beyond the classroom, problematic ones stay inside
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2017
Autor:innen
Claessens, Luce C. A.
van der Want, Anna C.
Pennings, Helena J. M.
Verloop, Nico
den Brok, Perry J.
Wubbels, Theo
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The Journal of Educational Research. 2017, 110(5), pp. 478-493. ISSN 0022-0671. eISSN 1940-0675. Available under: doi: 10.1080/00220671.2015.1129595
Zusammenfassung
The authors voice teachers' perceptions of their interpersonal experiences with students in both positive and problematic relationships. Interview data from 28 teachers were examined by coding utterances on teacher and student interactions. Results indicate that teachers defined the quality of the relationship mostly by the level of communion (friendly vs. hostile), instead of by the level of agency (in control vs. powerless). Analyses of mentioned teacher and student behavior show a friendly interactional pattern for positive relationships and a hostile pattern for problematic ones. In teachers' perceptions, positive and problematic relationships also differed in context where encounters take place and topic of talk. Contrary to interactions in problematic relationships, encounters in positive relationships were mostly situated outside the classroom context and conversations during these encounters covered a wide range of topics. Implications for teacher education programs are discussed.
Zusammenfassung in einer weiteren Sprache
Fachgebiet (DDC)
300 Sozialwissenschaften, Soziologie
Schlagwörter
Interpersonal theory, teacher perceptions, teacher–student interactions, teacher–student relationships
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CLAESSENS, Luce C. A., Jan VAN TARTWIJK, Anna C. VAN DER WANT, Helena J. M. PENNINGS, Nico VERLOOP, Perry J. DEN BROK, Theo WUBBELS, 2017. Positive teacher–student relationships go beyond the classroom, problematic ones stay inside. In: The Journal of Educational Research. 2017, 110(5), pp. 478-493. ISSN 0022-0671. eISSN 1940-0675. Available under: doi: 10.1080/00220671.2015.1129595BibTex
@article{Claessens2017-09-03Posit-44462,
year={2017},
doi={10.1080/00220671.2015.1129595},
title={Positive teacher–student relationships go beyond the classroom, problematic ones stay inside},
number={5},
volume={110},
issn={0022-0671},
journal={The Journal of Educational Research},
pages={478--493},
author={Claessens, Luce C. A. and van Tartwijk, Jan and van der Want, Anna C. and Pennings, Helena J. M. and Verloop, Nico and den Brok, Perry J. and Wubbels, Theo}
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<dcterms:abstract xml:lang="eng">The authors voice teachers' perceptions of their interpersonal experiences with students in both positive and problematic relationships. Interview data from 28 teachers were examined by coding utterances on teacher and student interactions. Results indicate that teachers defined the quality of the relationship mostly by the level of communion (friendly vs. hostile), instead of by the level of agency (in control vs. powerless). Analyses of mentioned teacher and student behavior show a friendly interactional pattern for positive relationships and a hostile pattern for problematic ones. In teachers' perceptions, positive and problematic relationships also differed in context where encounters take place and topic of talk. Contrary to interactions in problematic relationships, encounters in positive relationships were mostly situated outside the classroom context and conversations during these encounters covered a wide range of topics. Implications for teacher education programs are discussed.</dcterms:abstract>
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