Positive teacher–student relationships go beyond the classroom, problematic ones stay inside
By Luce Claessens, J. van Tartwijk, A. C. van der Want, Helena J. M. Pennings, N. Verloop, P. D. den Brok, T. Wubbels. 2017
127 citations recorded by the source corpus.
ABSTRACT 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.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/7dc97111466446e77991651c1c54fa3880996943
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In Education
Citations in the corpus
- The Relation Between Teacher-Student Eye Contact and Teachers’ Interpersonal Behavior During Group Work: a Multiple-Person Gaze-Tracking Case Study in Secondary Mathematics Education (2020, methodology): “1, we use the sector labels by Pennings et al. (2018), which are adapted from teacher and student circles in Claessens et al. (2017).”