Beginning and experienced secondary school teachers' self- and student schema in positive and problematic teacher–student relationships

Claessens, Lca; Tartwijk, Jwf Jan van; Pennings, Helena J. M.; Want, AC Anna van der; Verloop, Nico; Brok, PJ Perry den; Wubbels, Theo

doi:10.1016/j.tate.2015.12.006

Cited by 47 publications

(49 citation statements)

References 42 publications

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“…In positive teacher-student relationships, teachers' behaviour can be summarised as warm demanders (Woolfolk Hoy & Weinstein, 2006), that is, it combines expressions of care within a structured environment. Teachers in positive relationships found students agreeable and motivated, and even if problematic, student behaviour did not necessarily cause a break in the relationship it contributed to teacher stress (Claessens et al, 2016).…”

Section: Teacher-student Relationshipsmentioning

confidence: 96%

Committed to trouble. Learning from teachers' stories of challenging yet rewarding teacher-student relationships

Rytivaara

Frelin

2017

Teaching and Teacher Education

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Teacher-student relationships are vital for student learning, yet they can be experienced as a burden by teachers and cause teacher attrition. This paper is based on the stories of six teachers who gave accounts of relationships with students that, counterintuitively, were both problematic and positive. Narrative analysis was applied to these accounts in order to disentangle the complexities of teaching and better understand what factors led the teachers to find the challenge of difficult teacher-student relationships ultimately rewarding.

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Section: Teacher-student Relationshipsmentioning

confidence: 96%

Committed to trouble. Learning from teachers' stories of challenging yet rewarding teacher-student relationships

Rytivaara

Frelin

2017

Teaching and Teacher Education

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“…Beside that are student adjustment at school [29], [30], student involvement at school, rule-breaking behavior [20], student outonomous motivation [21], and the successful competence based education implementation [31]. Not only for the student, the strength teacher-student relationship could improve the teacher well-being [3].…”

Section: F Impacts Of Teacher-student Relationshipmentioning

confidence: 99%

“…In addition, the existence of a positive relationship between teachers with students will bring motivation ), quality, and success in school [2] for students itself. This relationship also becomes an important variable that forms the wellbeing of teachers and students at the school [3]. Therefore, this shows that the teacher-student relationship is a very important variable which is not only for students but also teachers themselves.…”

Section: Introductionmentioning

confidence: 96%

Teacher-Student Relationship and Its Urgencies in Indonesia: a Literature Review

Ansyah¹,

Hadi²,

Handoyo³

2018

Proceedings of the 1st International Conference on Intellectuals' Global Responsibility (ICIGR 2017)

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Abstract-The problems of teacher-student relation so far in Indonesia are still not considered. This article is a literature review which aim to describe teacher-student relationships in more depth. It relates to history, concept, measurements, internal or external influencing factors, and their impact on behavior or other psychological aspects. By analyzing 36 articles from from various sources, this literature review also addresses the urgencies of research on teacher-student relationship in Indonesia. The implications of this study are contribute to the implementation of teacher-student relationship research in Indonesia, the development of educational psychology, and on enhancing the student self-development programs in schools.

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“…Determinanty vztahu učitel−žák se staly předmětem řady výzkumů. Dobrý vztah učitele s žáky koreluje s charakteristikami žáků, jako je školní úspěšnost (Hamre & Pianta, 2001) či konformita žáka ve vztahu k pravidlům ve škole (Claessens et al, 2016). Z toho vyplývá, že žáci méně úspěšní či rezistentní ke školním normám představují jistou výzvu pro řízení třídy učitelem.…”

Section: Oblasti říZení Třídy: Management Chování -Management Výukyunclassified

Řízení třídy: přístupy, oblasti, strategie

Lukás¹,

Lojdová²

2018

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Abstrakt: Přehledová studie se zabývá systematizací poznatků ke konceptu řízení třídy (classroom management). Řízení třídy představuje jako komplexní fenomén vytváření podmínek pro vyučování a učení, facilitaci procesu učení a hodnocení jeho průběhu a výsledků. Rozmanité zahraniční i domácí teoretické a výzkumné poznatky k této problematice strukturuje do tří obecných dichotomií. První z nich jsou základní přístupy k řízení třídy, které lze označit za behavioristické či humanistické. Druhou dichotomii tvoří oblasti řízení třídy, kterými jsou management chování (behavioral management) a management výuky (instructional management). Třetí dichotomie zahrnuje konkrétnější strategie řízení třídy, které jsou popsány skrze proaktivní a reaktivní přístupy učitele.Klíčová slova: management třídy, řízení třídy, kázeň, klima školní třídy, učitel, výuková interakce, vztah učitele a žáků, žáci.

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Beginning and experienced secondary school teachers' self- and student schema in positive and problematic teacher–student relationships

Cited by 47 publications

References 42 publications

Committed to trouble. Learning from teachers' stories of challenging yet rewarding teacher-student relationships

Committed to trouble. Learning from teachers' stories of challenging yet rewarding teacher-student relationships

Teacher-Student Relationship and Its Urgencies in Indonesia: a Literature Review

Řízení třídy: přístupy, oblasti, strategie

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