Real-time teacher-student interactions : a dynamic systems approach
By Helena J. M. Pennings, J. van Tartwijk, T. Wubbels, Luce Claessens, A. Want, Mieke Brekelmans. 2014
111 citations recorded by the source corpus.
Teacher–student relationships develop from real-time teacher–student interactions. These real-time interactions can be characterized by interpersonal content, structure, and complementarity. We studied how teacher–student interactions measured in terms of these characteristics differed for two teachers with distinct teacher–student relationships. A computer joystick device enabled us to measure teacher and student interpersonal behavior as a two-dimensional construct, a blend of Agency and Communion. Our results indicated that interpersonal content and complementarity discriminated between teachers, and that interpersonal structure did not. Measuring these characteristics seems promising to understand differences in teacher–student relationships.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/a293acb621a49c6025155165cb5934f92f76d30e
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Athanasios Mouratidis
- L. Haerens
- Nathalie Aelterman
- C. Thøgersen‐Ntoumani
- Anna Lichtwarck-Aschoff
- A. Laine
- Nikos Ntoumanis
- Markku S. Hannula
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, background): “While recent research has found the gaze patterns to be directed by teachers’ pedagogical approach and expertise (McIntyre and Foulsham 2018), the momentary changes of teacher-student interaction are rather situational (Pennings et al. 2014).”
- Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences (2018, background): “Therefore, future studies will need to undertake a more dynamic approach to examine the teacherstudent interactions on a lesson-to-lesson basis (Tsai, Kunter, Lüdtke, Trautwein, & Ryan, 2008), or even within lessons (Pennings et al., 2014).”
- Fostering student engagement with motivating teaching: an observation study of teacher and student behaviours (2020, background): “…teachers about their own concrete behaviours, allows them to reflect on what they think they do and what they are actually doing, how their behaviours affects their students’ behaviour and help them to specify concrete possibilities to foster more active student engagement (Pennings et al. 2014).”