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Understanding teachers’ experiences of classroom relationships

Tijdschriftbijdrage - Tijdschriftartikel

Teachers' relational experiences in the classroom shape their interpretations and behaviors in interactions with students. In order to understand teachers' relational experiences, this study analyzed the narrative accounts of three teachers on the individual teacher-student and peer group relationships in their classrooms. A qualitative-interpretative analysis revealed three themes: (1) teachers’ reflections on the classroom relationships draw on dynamic (changeable) as well as stable (unchangeable) explanations, (2) teachers seemed to struggle with a tension between their professional self-understanding and experienced reality, and (3) teachers seemed to have a lack of a language to talk about their relational experiences in the classroom.
Tijdschrift: Teaching and Teacher Education
ISSN: 0742-051X
Volume: 109
Pagina's: 1 - 10
Jaar van publicatie:2022
Toegankelijkheid:Closed