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

Rytivaara, Anna; Frelin, Anneli

doi:10.1016/j.tate.2017.08.004

Cited by 14 publications

(12 citation statements)

References 59 publications

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“…The interviews were conducted individually and were a semi-structured interview. The interview guideline consisted of 2 questions, adapted from to Rytivaara & Frelin (2017):…”

Section: Data Collectionmentioning

confidence: 99%

“…Teacher-student relationships are of vital importance to teachers' daily work in the classrooms (Rytivaara & Frelin, 2017). It affects students with their motivation, self-esteem that further influence student's subject performance (Wubbels & Brekelmans, 2005;Baker, kGrant & Morlock, 2008).…”

Section: Introductionmentioning

confidence: 99%

“…It is aimed to capture the view on teacher-child relationships by eliciting information from teachers through interviews. The research questions were conveyed from Rytivaara & Frelin (2017) and amended with the context in Hong Kong:…”

Section: Introductionmentioning

confidence: 99%

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Chinese Language Teachers’ stories of Teacher-student Relationships in a Multicultural Context

Rung¹

2021

Proceedings of ‏The 3rd International Conference on Research in Education

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Researches have identified the importance of teacher-student relationship building to students' learning motivation, academic achievement, and teachers' well-being. Looking into Hong Kong context, Chinese language teachers tried various ways to build affective relationships with their students with multi-cultural background to help them adopt life in Hong Kong and learn Chinese more effectively. The purpose of this study was to examine relationships with multi-cultural students at risk and to capture the view on teacher-child relationships by eliciting information from teachers through interviews. The research questions were conveyed from Rytivaara & Frelin (2017) and amended with the context in Hong Kong to study: (1) How do the teachers narrate their relationships with their multi-cultural students? (2) How do the teachers narrate other adults regarding the multi-cultural students? (3) How do the teachers narrate change in their relationships with their multi-cultural students? Data for this study were drawn from 4 Non-Chinese speaking Students Development Officers from primary schools and secondary schools. Narrative analysis was applied to analyze the teachers' stories. It was found that positive teacher-student relationships shared the characteristics of peer relationship and family relationship, and the interaction with other stakeholders affected relationship building. In addition, the quality of teacher-student relationship will also affect the well-being and job satisfaction of teachers. Implications on teacher training and support network were reported in the findings. This research was expected to fill the research gap of researching teacher-student relationship with regard to the unique situation in Hong Kong with Chinese language teachers teaching multi-cultural students.

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“…The interviews were conducted individually and were a semi-structured interview. The interview guideline consisted of 2 questions, adapted from to Rytivaara & Frelin (2017):…”

Section: Data Collectionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Chinese Language Teachers’ stories of Teacher-student Relationships in a Multicultural Context

Rung¹

2021

Proceedings of ‏The 3rd International Conference on Research in Education

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“…Historically, in pedagogical science, the most well-developed were the research addressing the topic how the system of formal relationships in a team influence personality and its development. Informal relations have attracted the attention of researchers more recently (Shagaeva, 2015;Wong, Strom, Guerrero, Chung, & Dudovitz, 2017;Rytivaara & Frelin, 2017). Modern scholars are exploring various aspects of human emotional relationships.…”

Section: Problem Statementmentioning

confidence: 99%

Emotions' Influence On Learning Performance Among Elementary Schoolchildren

Dolgova¹

2019

The European Proceedings of Social and Behavioural Sciences

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“…Teachers' relationships with their students, and making a difference in their lives, are what drives teacher commitment (Fransson and Frelin 2016 ;Rytivaara and Frelin 2017). Teacher-student relationships are known to have effects on, for example, student behaviour and academic performance (Baker, Grant, and Morlock 2008;Liew, Chen, and Hughes 2010).…”

Section: Introductionmentioning

confidence: 99%

Learning about students in co-teaching teams

Rytivaara

Pulkkinen

Palmu³

2021

International Journal of Inclusive Education

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Teachers are facing increasingly diverse classrooms globally. To support all students efficiently, teachers need to know their students. Drawing from the literature of teacher learning and inclusive education, we explored how teachers learn to know their students in a co-teaching context. Analysis of interviews and diaries of five co-teaching teams showed that teachers learned about their students in a co-taught classroom by observing students and by obtaining knowledge from and co-constructing knowledge with their co-teaching partner. Moreover, teachers' learning led to shared responsibility for the student and a better understanding of student diversity. Thus, sharing knowledge of students can lighten teachers' workload in inclusive settings and benefit both teachers and students.

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

Cited by 14 publications

References 59 publications

Chinese Language Teachers’ stories of Teacher-student Relationships in a Multicultural Context

Chinese Language Teachers’ stories of Teacher-student Relationships in a Multicultural Context

Emotions' Influence On Learning Performance Among Elementary Schoolchildren

Learning about students in co-teaching teams

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