Boundary dilemmas in teacher–student relationships: Struggling with “the line”

By L. Aultman, Meca Williams-Johnson, P. Schutz. 2009

195 citations recorded by the source corpus.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a5ecf6c228b910bcb3dbccac6a6f4208221dc968

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. P. D. den Brok
2. Marieke Pillen
3. D. Beijaard
4. P. Schutz
5. J. Hong
6. Susanne Köpsén
7. Judith Peters
8. J. Pearce

In Social Psychology

1. P. Schutz
2. J. Hong
3. P. D. den Brok
4. Marieke Pillen
5. D. Beijaard
6. Reinhard Pekrun
7. F. Korthagen
8. Mei-Lin Chang

Citations in the corpus

• Relationships and early career teacher resilience: a role for school principals (2012, background): “Aultman, Williams-Johnson, and Schutz ( 2009 ), in a study of in-service teachers, found ‘participants were vocal about their lack of training and expertise in dealing with student emotion and emotional situations’ and felt they had to learn about it ‘on the job’ (p.”
• Inquiry on Teachers’ Emotion (2014, background): “A third boundary is labeled Emotional Boundaries (Aultman et al., 2009).”
• How vocational teachers describe their vocational teacher identity (2014, background): “The teacher–student relationship is another area of research related to vocational teaching and vocational teachers (Aultman, Williams-Johnson, and Schutz 2009; Ketelaar et al. 2012).”
• Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses (2012, background): “As stayers of this study showed and echoed by several researchers’ works, setting emotional boundaries with students can be a useful strategy for teacher resilience (Aultman et al., 2009; Howard & Johnson, 2004).”
• Professional identity tensions of beginning teachers (2013, background): “…in fulfilling their students’ or pupils’ needs, but had a hard time accepting that they were not always capable of doing so, is in congruence with the literature on dilemmas that have to do with the caring role of teachers (Aultman et al., 2009; ShapiraLishchinsky, 2011; Volkmann & Anderson, 1998).”