Positive Teacher-Student Relationships Go beyond the Classroom, Problematic Ones Stay Inside

Autor/inn/en	Claessens, Luce C. A.; van Tartwijk, Jan; van der Want, Anna C.; Pennings, Helena J. M.; Verloop, Nico; den Brok, Perry J.; Wubbels, Theo
Titel	Positive Teacher-Student Relationships Go beyond the Classroom, Problematic Ones Stay Inside
Quelle	In: Journal of Educational Research, 110 (2017) 5, S.478-493 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2015.1129595
Schlagwörter	Teacher Student Relationship; Teacher Attitudes; Interviews; Coding; Interaction; Student Behavior; Mixed Methods Research; Foreign Countries; High Schools; Secondary School Teachers; Questionnaires; High School Students; Netherlands; Questionnaire on Teacher Interaction + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Interviewing; Interviewtechnik; Codierung; Programmierung; Interaktion; Student behaviour; Schülerverhalten; Ausland; High school; Oberschule; Fragebogen; High schools; Student; Students; Schüler; Schülerin; Studentin; Niederlande
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01