Relationships with children with special educational needs can be emotionally challenging for teachers and conflicts may negatively impact both children and teachers. Beginning teachers in particular may struggle with negative teacher-child relationships and the emotions these invoke. A first step in coping with relationship difficulties with specific children is increasing the teacher’s awareness and understanding of relational themes and emotions in the relationship with that specific child. Therefore, this multiple case intervention study examined the effects of LLInC (Leerkracht Leerling Interactie Coaching in Dutch, or: Teacher Student Interaction Coaching) in a sample of six student teachers in their final internship. LLInC is a relationship-focused coaching program using narrative interview techniques to facilitate in-depth reflection on teacher-child relationships. The intervention aims to foster teachers’ awareness of (negative) internalized emotions and beliefs in order to improve closeness and positive affect, and to reduce conflict and negative affect in teacher-child relationships. Participants repeatedly reported on their perceptions of the teacher-child relationship and on emotions in relation to a specific child before and after the LLInC intervention, which consisted of two one-on-one sessions with a coach. Visual between- and within-phases analyses revealed differential intervention effects across teachers on the development of teacher-child relationship quality and relationship emotions. For all teachers, except for one, positive effects were found on feelings of joy and perceptions of closeness. Preventive effects (i.e., stopping downward trends) were more often observed for competence-based and relationship-based emotions and perceptions (competence, commitment, closeness) than for basic emotions (joy, anger, worry). Although further research is needed, the results highlight the potential of LLInC in influencing pre-service teachers’ child-specific emotions and relationship perceptions. Directions for future research and implications for teacher education are discussed.
In the process of ensuring inclusive education, teachers’ individual roles are shifting towards collaborative practice, involving sharing tasks and expertise among a wide range of educational professionals. Policies for inclusion have resulted in a sense of urgency among universities to better educate teachers for inclusive practice. Yet, the tools to support this demand appear to be quite limited, or do not address the gaps in teacher professional learning identified in the research. Proceeding from the outcomes of a policy review on teacher professional learning for inclusion in Europe, the European Agency for Special Needs and Inclusive Education explored the use and relevance of the Profile of Inclusive Teachers, developed in 2012, for all education professionals. This paper reports on the approach and the main findings of a study conducted in collaboration with European countries, leading to a new and complementary Profile for Inclusive Teacher Professional Learning developed in 2022. The new Profile is built upon the initial 2012 Profile for pre-service teachers and aims to include all education professionals in teacher professional learning opportunities for inclusive education. Findings highlight the Profile’s core values and areas of competence and the essential features of competence development for inclusion. The paper concludes with recommendations for the collaborative use of a shared competence framework for inclusion and the role of universities offering teachers professional learning for inclusion.
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