Towards a curriculum targeting teachers’ relationship-building competence: Results of a Delphi study

Borremans, Liedewij F. N.; Spilt, Jantine L.

doi:10.1016/j.tate.2023.104155

Cited by 3 publications

(6 citation statements)

References 106 publications

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“…To address these concerns, we developed a learning trajectory specifically targeting dyadic teacher-student relationships in initial (pre-)primary teacher education. Contents of the trajectory were predominantly based on attachment theory and self-determination theory and selected by experts in earlier research (Borremans and Spilt, 2023). To investigate effects of the trajectory a longitudinal, multi-cohort, quasiexperimental study is currently being conducted.…”

Section: Discussion and Limitationsmentioning

confidence: 99%

“…For instance, the trajectory was based on a specific selection of theories, including attachment theory and self-determination theory. We argue that the selected theories are the most crucial ones in targeting teachers' dyadic relationshipbuilding competence, as the included theories and related competencies were strategically selected by an expert panel (see Borremans and Spilt, 2023). While the learning trajectory is not exhaustive, it does provide a strong foundation for beginning teachers.…”

Section: Discussion and Limitationsmentioning

confidence: 99%

“…Second, teachers require sufficient professional knowledge on teacher-student relationships and coping to inform their perceptions, interpretations, and decisions made in the classroom. We opted to focus on attachment theory and self-determination theory, as these frameworks are predominantly used in research on dyadic teacher-student relationships (Roorda et al, 2017; and were prioritized above for instance interpersonal theory in preparatory research (Borremans and Spilt, 2023). Although the learning trajectory does not aim to provide teachers with a thorough knowledge of theories, we argue that a basic understanding of relevant concepts can help teachers to understand, discuss, and reflect on their relational experiences in the classroom (Pianta, 1999a;Aspelin et al, 2021;Koenen et al, 2022;Borremans and Spilt, 2023;Borremans et al, under review).…”

Section: Professional Knowledgementioning

confidence: 99%

“…In a previous study within the overarching research project (Borremans and Spilt, 2023), learning objectives were carefully identified. First, a list of competencies, derived from diverse theoretical frameworks and interventions targeting teacher-student relationships was compiled.…”

Section: Selecting Learning Objectives and Developing Activitiesmentioning

confidence: 99%

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Fostering teacher–student relationship-building competence: a three-year learning trajectory for initial pre-primary and primary teacher education

Borremans,

Koomen,

Spilt

2024

Front. Educ.

Self Cite

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It is widely acknowledged that high-quality teacher-student relationships contribute to both student and teacher well-being. However, research shows that building these relationships can be challenging for teachers and signals opportunities for teacher education to better prepare them for building high-quality teacher-student relationships. As teachers’ relationship-building competence allows them to establish high-quality relationships with students, even those typically at-risk for conflictual relationships, we propose a learning trajectory targeting teachers’ dyadic relationship-building competence to be implemented in initial teacher education. Such a learning trajectory allows for progressively deepening the level of understanding and self-reflection throughout the three-year initial education program. To address teachers’ relationship-building competence in teacher education, relevant competencies, selected in previous research by an independent expert panel, were translated into specific learning goals, learning activities, and materials in close collaboration with partner university colleges. An overview of planned quantitative and qualitative data collection is presented. The learning trajectory could strengthen initial pre-primary and primary teacher education programs in supporting pre-service teachers’ relationship-building competence.

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Section: Discussion and Limitationsmentioning

confidence: 99%

Section: Discussion and Limitationsmentioning

confidence: 99%

Section: Professional Knowledgementioning

confidence: 99%

Section: Selecting Learning Objectives and Developing Activitiesmentioning

confidence: 99%

See 2 more Smart Citations

Fostering teacher–student relationship-building competence: a three-year learning trajectory for initial pre-primary and primary teacher education

Borremans,

Koomen,

Spilt

2024

Front. Educ.

Self Cite

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“…It is considered unique among ethical and moral ideas since religions are true and include vital truths, and it is critical to allow youngsters to learn about authentic ethical principles (Frazier, 2019;Iner, 2021;Trono & Oliva, 2021;Yendell & Huber, 2020). Furthermore, it may be claimed that the study of religious convictions should be prioritized in the curriculum because they are unquestionably more morally urgent (Banegas, 2023;Borremans & Spilt, 2023;Dewi, 2021;Rashidi & Meihami, 2016;Suprapto et al, 2021). Because religious commitments involve our ethical duties, which are more morally important than the preferences.…”

Section: Introductionmentioning

confidence: 99%

The Representation of Counterproductive Religious Values in a Selected Chapter of an Indonesian ELT Textbook: Systemic Functional Multimodal Discourse Analysis

Andriani,

Abdullah,

Nurhaedin

et al. 2024

jpdr

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Countless studies have examined the vital role of ELT textbooks as learning sources, particularly in terms of intercultural, multicultural, and trans-cultural analysis. Yet, none of them specifically talked about religious values as the research focus. Hence, this study aimed at construing religious values represented in a selected chapter of an Indonesian ELT textbook. Descriptive problem-driven content analysis was used as the research design, whilst the research data were collected through document analysis. Later, to analyze the data, the research utilized Systemic Functional Multimodal Discourse Analysis (SF-MDA) (O’Halloran, 2008c) as the framework with a focus on representational meaning and transitivity analysis for each visual and textual data. The findings showed that two data modes represent religiosity, namely visual and verbal data. In visual, religious values (artifacts, beliefs, and behaviors) are represented by the classificational process while in verbal data; they are represented by the material and relational processes. Four of Indonesia's large recognized religious communities were represented namely Christianity, Buddhism, Hinduism, and Confucianism. Yet, there is no single datum that figures Islamic values, whereas, the Islamic community is the largest in the country and even in the world. Hence, this implication suggests that stakeholders (particularly textbook authors) should pay attention to the issue of how to fairly present the five legalized communities' values existing in Indonesia. Therefore, because Indonesia has varied its communities, ethnicities, and backgrounds, ELT textbooks should fairly embody the diversities more over the religious aspects which are the core competence to gain.

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Why don't all victims tell teachers about being bullied? A mixed methods study on how direct and indirect bullying and student-teacher relationship quality are linked with bullying disclosure

Bjereld,

Thornberg,

Hong

2024

Teaching and Teacher Education

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Towards a curriculum targeting teachers’ relationship-building competence: Results of a Delphi study

Cited by 3 publications

References 106 publications

Fostering teacher–student relationship-building competence: a three-year learning trajectory for initial pre-primary and primary teacher education

Fostering teacher–student relationship-building competence: a three-year learning trajectory for initial pre-primary and primary teacher education

The Representation of Counterproductive Religious Values in a Selected Chapter of an Indonesian ELT Textbook: Systemic Functional Multimodal Discourse Analysis

Why don't all victims tell teachers about being bullied? A mixed methods study on how direct and indirect bullying and student-teacher relationship quality are linked with bullying disclosure

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