Pre-Service Special Educators’ Understandings of Relational Competence

Aspelin, Jonas; Östlund, Daniel; Jönsson, Anders

doi:10.3389/feduc.2021.678793

Cited by 15 publications

(19 citation statements)

References 25 publications

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“…Keterhubungan sosial sangat erat hubungannya dengan keterlibatan secara akademik dan non-akademik (Ng & Chu, 2021). Hubungan guru dan siswa menjadi sangat penting untuk diperhatikan agar dapat mengembangkan pembelajaran bermakna (Zydziunaite et al, 2021) sehingga berdampak positif pada aktivitas sosial (Aspelin et al, 2021), afektif dan akademik siswa (Ayuwanti et al, 2021). Siswa menjadi lebih matang dalam bersosialisasi bila dibekali dengan interaksi secara sehat bersama guru.…”

Section: Pendahuluanunclassified

“…Pada level pendidikan sekolah dasar, Coşkun & Kara (2020b) melakukan investigasi terkait strategi penyesuaian sikap siswa tahun pertama di sekolah dasar, namun tidak ada keterangan yang fokus pada sekolah dasar pedesaan. Aspelin et al (2021) melaksanakan riset yang melibatkan guru dari anak berkebutuhan khusus dan guru mengalami pergeseran persepsi dari awalnya yang lebih fokus pada strategi pengajaran menuju hubungan yang terbuka antara siswa dan guru. Jenjang selanjutnya, Liu & Gillies (2021) menyimpulkan bahwa interaksi guru dan siswa SMA di Cina dalam pembelajaran bahasa, dapat dimediasi melalui pertanyaan-pertanyaan yang diberikan guru yang berbentuk pertanyaan referensial (jawaban diperoleh dengan cara menalar, menganalisa, mengevaluasi, dan menformulasikan ide).…”

Section: Pendahuluanunclassified

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Strategi Guru Membantu Siswa dalam Melakukan Penyesuaian Sikap: Studi pada Siswa Tahun Pertama Sekolah Dasar Pedesaan

Ghufron

Rulyansah

Ananda

et al. 2022

J. Obs. J. Pendidik. Anak Usia Dini

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Siswa kelas satu sekolah dasar belum terbiasa dengan suasana di kelas barunya sehingga perlu penyesuaian dalam bersikap. Sangat terbatas sekali riset yang membahas tentang strategi guru membantu siswa menyesuaikan diri pada tahun pertama sekolah dasar khususnya daerah pedesaan yang memiliki sejumlah tantangan. Penelitian grounded theory, salah satu tradisi penelitian kualitatif, digunakan untuk mengembangkan penelitian ini. Total ada 18 siswa SD yang mulai tahun pertama masuk sekolah tahun ini. Data observasi dikumpulkan dari para peserta. Setelah mendapatkan semua izin yang diperlukan dari sekolah setempat, anak-anak yang berpartisipasi, guru, dan orang tua, dilakukan observasi. Analisis data dilakukan dalam tiga tahap: Open Coding, Axial Coding, dan Selective Coding. Hasil riset ini menunjukkan bahwa pada konteks sekolah dasar pedesaan, guru dapat melakukan 10 strategi membantu siswa melakukan penyesuaian sikap. Strategi-strategi tersebut adalah aturan untuk ijin berbicara, komunikasi interpersonal, pemberian pujian dan self evaluation, menjanjikan reward, pemberian tugas yang dikerjakan bersama “lawan”, guru, atau mandiri, menanamkan konsep sharing is caring, pemberian contoh dan acuan dari teman sebaya, dan melihati siswa

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Section: Pendahuluanunclassified

Strategi Guru Membantu Siswa dalam Melakukan Penyesuaian Sikap: Studi pada Siswa Tahun Pertama Sekolah Dasar Pedesaan

Ghufron

Rulyansah

Ananda

et al. 2022

J. Obs. J. Pendidik. Anak Usia Dini

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“…An important effort toward the inclusion of relational competencies in teacher training has been initiated, both in policy and research, in Denmark and Sweden (Jensen et al, 2015;Aspelin and Jonsson, 2019). In various, in-depth qualitative studies, researchers have investigated how (pre-service) teachers themselves conceptualize "relational competence, " how relational competencies are visible in teachers' practice, and how teacher education can strengthen teachers' relational competencies (Jensen et al, 2015;Aspelin and Jonsson, 2019;Aspelin et al, 2020Aspelin et al, , 2021. This line of research conceptualizes relational competence as "being able to meet students and parents with openness and respect, to show empathy and to be able to take responsibility for one's own part of the relationship as an educator" (Jensen et al, 2015, p. 206).…”

Section: Teachers' Relationship-building Competencementioning

confidence: 99%

Development of the Competence Measure of Individual Teacher-Student Relationships (COMMIT): Insight Into the Attitudes, Knowledge, and Self-Efficacy of Pre-service Teachers

Borremans

Spilt

2022

Front. Educ.

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The importance of dyadic teacher-student relationships for both teachers and students is widely acknowledged. However, only limited research has explored how competent teachers feel in building these relationships. The current study aimed, first, to deepen the knowledge on relational competence by targeting teachers’ competence in building dyadic teacher-student relationships specifically. To this end, the Competence Measure of Individual Teacher-student relationships (COMMIT) was developed. This questionnaire is explicitly based on theories used in research on affective teacher-student relationships and addresses multiple aspects of competence (attitudes, knowledge, and self-efficacy). Second, as teacher education programs have been repeatedly criticized for not sufficiently targeting relational competencies, the current study focused on pre-service teachers’ perceived competence and aimed to explore differences in this competence across pre-service teachers in subsequent years of their teacher training. Criterion validity of the newly developed COMMIT was examined in a sample of pre-service teachers in pre-primary and primary teacher education programs (N = 535). Six subscales were created, addressing pre-service teachers’ attitude toward teacher-student relationships (1 scale), their knowledge of teacher-student relationships and coping (2 scales), and their self-efficacy beliefs with regard to building closeness, coping with conflict, and reflective functioning (3 scales). Results showed that pre-service teachers had a rather positive attitude toward teacher-student relationships, and felt quite knowledgeable and self-efficacious, yet not in all aspects of dyadic relationship-building. Results further revealed that pre-service teachers in the final year of teacher training felt more competent, yet, again, not for all aspects of dyadic relationship-building. Notably, differences between pre-service teachers in subsequent years of teacher education were less pronounced in primary compared to pre- primary teacher education programs. Suggestions for future research and implications for initial teacher training are discussed.

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“…Research indicates that beginning teachers and teachers working with children with special educational needs are particularly prone to negative emotions and are more likely to experience conflict in their teacher-child relationships (Kelchtermans and Deketelaere, 2016;Zee et al, 2020;Zendarski et al, 2020;Roorda et al, 2021). Scholars have suggested that teachers are often not sufficiently prepared for the emotional and relational aspects of working with (special needs) children (Stempien and Loeb, 2002;Brunsting et al, 2014;Jo, 2014;Aspelin and Jonsson, 2019;Aspelin et al, 2021). To date, teacher education programs primarily focus on formal (subject) knowledge and teaching skills, and pay far less attention to relational and emotional competencies that are necessary for building positive relationships with children (Jensen et al, 2015;Aspelin and Jonsson, 2019).…”

Section: The Teacher-child Relationship and Teacher Emotionsmentioning

confidence: 99%

Strengthening Individual Teacher-Child Relationships: An Intervention Study Among Student Teachers in Special Education

et al. 2021

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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.

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Pre-Service Special Educators’ Understandings of Relational Competence

Cited by 15 publications

References 25 publications

Strategi Guru Membantu Siswa dalam Melakukan Penyesuaian Sikap: Studi pada Siswa Tahun Pertama Sekolah Dasar Pedesaan

Strategi Guru Membantu Siswa dalam Melakukan Penyesuaian Sikap: Studi pada Siswa Tahun Pertama Sekolah Dasar Pedesaan

Development of the Competence Measure of Individual Teacher-Student Relationships (COMMIT): Insight Into the Attitudes, Knowledge, and Self-Efficacy of Pre-service Teachers

Strengthening Individual Teacher-Child Relationships: An Intervention Study Among Student Teachers in Special Education

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