Making Sense of Student-Teacher Relationships: Teacher Educator and Candidate Engagement with the Relational Practices of Teaching

Autor/inn/en	Phillippo, Kate; Brown, Elizabeth Levine; Blosser, Allison
Titel	Making Sense of Student-Teacher Relationships: Teacher Educator and Candidate Engagement with the Relational Practices of Teaching
Quelle	In: Action in Teacher Education, 40 (2018) 2, S.169-185 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2018.1424663
Schlagwörter	Case Studies; Teacher Student Relationship; Preservice Teachers; Academic Achievement; Well Being; Educational Practices; Teacher Educators; College Faculty; Teacher Education; Urban Schools; Masters Programs; Student Attitudes; Graduate Students; Learning Experience; Semi Structured Interviews; Observation + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung; Well-being; Wellness; Wohlbefinden; Bildungspraxis; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Fakultät; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Magister course; Magisterstudiengang; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lernerfahrung; Beobachtung
Abstract	Although research on student--teacher relationships (STRs) consistently demonstrates STRs' association with student achievement and well-being, teachers typically receive limited guidance regarding how to cultivate these relationships. Efforts to promote teacher dispositions toward STRs and learning of relational practices--practices that ground strong STRs--are promising but scattered. This case study, which analyzes observation and interview data, program materials, and teacher candidate artifacts, extends knowledge in this area. The authors explore how one purposefully selected program, unique in its efforts to promote relational practices, incorporated relevant programmatic and instructional structures, and how candidates in turn developed relational practices. Faculty stressed STRs' importance but hesitated to didactically teach relational practices. This stance encouraged instructors' relational practice teaching and generated promising ideas about relational practice teaching. It also led to varied, idiosyncratic relational practice repertoires among candidates. These findings inform discussion of how and whether teacher educators might further incorporate relational practice teaching and learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01