Teacher experience and the teacher-student relationship in the classroom environment. (original) (raw)
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Teacher–student relationships across the teaching career
International Journal of Educational Research, 2005
This contribution explores the relation of teacher experience with features of teacher-student relationships. Cross-sectional and longitudinal data were used to investigate this relation. The crosssectional data set consisted of data on teacher-student relationships of over 6000 teachers with 1-36 years of experience. Teacher experience was compared with the amount of teacher influence and proximity in the relationship. The longitudinal data set included data on perceptions of teacher-student relationships of 343 teachers, that were collected each year during 2-20 years of these teachers' career. Growth trajectories in these relationships were estimated for the first 20 years of the teaching career using multi-level analyses. Results showed that, on average, teachers' ideal perceptions of influence and proximity were rather stable during the career. Teachers' self-perceptions and students' perceptions of proximity in the teacher-student relationship were rather stable as well. Students' and teachers' perceptions of teacher influence on average grew in the first 6 years of the teaching career.
Teacher–student relationships across the career
2005
This contribution explores the relation of teacher experience with features of teacher–student relationships. Cross-sectional and longitudinal data were used to investigate this relation. The cross-sectional data set consisted of data on teacher–student relationships of over 6000 teachers with 1–36 years of experience. Teacher experience was compared with the amount of teacher influence and proximity in the relationship.
Effective Teaching Around the World-Theoretical, Empirical, Methodological and Practical Insights, 2023
The Indian teacher education scenario has undergone numerous changes in the last few years especially with the shift to the two-year teacher preparation programmes. As a result of this change, both the teacher educators and the student teachers had to adapt to the modified curriculum, teaching methodologies and assessment process. This paper focuses on assessing student teachers’ perceptions about their classroom learning environments and teacher interpersonal behaviour. The study utilises the modified version of the What Is Happening In This Classroom (WIHIC) questionnaire and the Questionnaire on Teacher Interaction (QTI). The data was collected from 150 student teachers from a teacher education college studying in the third and fourth semester of the two-year B.Ed./B.Ed. Special Education programme. The results show that student teachers positively perceived their classroom learning environments. They expressed a lot of student cohesive- ness, teacher support for the students, task orientation and involvement of students in the classroom activities. Students perceived an environment that promotes innovation, equity and a high level of cooperation. Results for teacher interpersonal behaviour show that student teachers perceived their teacher educators as good leaders who understand their needs. They are helpful and friendly and provided ample opportunities for students to express themselves freely. They also give responsibility to accomplish different tasks. The negative aspects of teacher interpersonal behaviour like uncertainty, admonishing and dissatisfied behaviour were given a low rating by the student teachers. They, however, felt that the teacher educators were strict in the class. Data analysis reveals that no significant associations exist between academic achievement and classroom learning environments and teacher interpersonal behaviour. Results also show that there were no significant gender differences in the learning environments. However, there were significant gender differences in the teacher interpersonal behaviour in favour of female student teachers. Also, no semester and programme based differences in the classroom learning environments and teacher interpersonal behaviour exist at the teacher education level
An interpersonal perspective on teacher behaviour in the classroom.
In this article we present research investigating teacher behaviour from an interpersonal perspective. This perspective refers to the teacher-student relationship. This relationship is important for the working climate in the classroom. Our conceptualisation of the interpersonal perspective is based on a model with two dimensions: Proximity (Cooperation-Opposition) and Influence (Dominance-Submission). The Proximity dimension designates the degree of cooperation or closeness between those who are communicating. The Influence dimension indicates who is directing or controlling the communication, and how often. Based on this model a questionnaire has been developed describing interpersonal styles of teachers. Our studies with the questionnaire have shown the existence of eight distinctive interpersonal styles. The chapter reviews the theoretical framework used to describe the interpersonal perspective on teacher behaviour and research conducted with the questionnaire, the Questionnaire on Teacher Interaction (QTI). We will describe results of research on the relationship between interpersonal styles of teachers and students' cognitive and affective outcomes, on differences in interpersonal styles between teachers, on development of the interpersonal style during the teaching career and on the significance of nonverbal teacher behaviour in everyday classrooms for (the development of) interpersonal styles.
International Journal of Educational Research, 2005
The program of research on teacher-student relationships described in this issue is an important part of the field of classroom learning environments, although it has its own distinctive and significant features. The questionnaire on teacher interaction (QTI), the main instrument used in this research, follows the strong tradition in learning environments research of using the perceptions of the participants in the classroom. Although this research program originated in the Netherlands, it now is truly international and the QTI has been translated into and validated in over a dozen languages. Not only has past research consistently replicated the advantages of positive teacher-student relationships in terms of promoting improved student outcomes, but positive teacher-student relationships also are worthwhile process goals of education. In the future, it would be desirable for the QTI to be used more frequently by teachers as a feedback instrument for guiding improvements in their classroom relationships with their students, and that qualitative datacollection methods are used more often in conjunction with the use of the QTI in research on teacher-student interaction.
The Normative Dimensions of Teacher/Student Interaction
Asia-pacific Journal of Teacher Education, 1994
The asymmetrical structure of educational attainment has been documented widely. The main unresolved problem in educational research now is to explain the process by which this occurs (i.e. the process of social reproduction). In this research, all students in government secondary colleges in Tasmania were asked to nominate teachers who had been ‘especially helpful or encouraging’. A teaching style questionnaire was issued subsequently to all teachers (n = 505) receiving two or more nominations. Also, the top 25 teachers were interviewed. The results show that the teacher/student relationship is critical in facilitating the ‘educational process’, that this relationship is based on the reciprocal expectations (norms) of students and teachers, and that ‘effective’ teachers use specific techniques in establishing their relationships with students. The research is based on an innovative technique of quantifying the qualitative aspects of these norms or ‘working models’. The results suggest that training effective teachers requires more attention to the nature of the relationship between teachers and students. An effective relationship with students can be achieved using a variety of ‘role destructuring’ techniques.
Teacher–Students Relationships in the Classroom
Second International Handbook of Science Education, 2011
For both teacher education and professional development programs, information about teacher-students relationships and how interactions shape these relations is important. The way in which a teacher interacts with students is not only a predictor of student achievement, but also it is related to such factors as teacher job satisfaction and teacher burnout as Gabriel Tatar and Moshe Horenczyk (2003) contend. Appropriate teacher-students relationships are important to prevent discipline problems and to foster professional development. Rather than reviewing all the available studies, this chapter discusses typical studies to illustrate the methods used and the type of results found. A communicative approach is used to analyse teacher-students relationships. We adopt the most comprehensive of three defi nitions of communicative behaviour. In the fi rst defi nition, behaviour is called communication only if the same meaning is perceived by the sender and receiver. A second defi nition considers behaviour to be communicative whenever the sender consciously and purposefully intends to infl uence someone else. The third defi nition considers as communication every behaviour that someone displays in the presence of someone else. Adopting this defi nition, Paul Watzlawick, Janet Beavin and Don Jackson (1967) developed the systems approach to communication that assumes that one cannot not communicate when in the presence of someone else. Our rationale for choosing this perspective is that, whatever someone's intentions are, the other person in the communication will infer meaning from someone's behaviour. For example, if teachers ignore students' questions because they do not hear them, then students might infer that the teacher is too busy, thinks that the students are too dull to understand, or considers the questions to be impertinent. The message that students take from the teacher's inattention can be different from the teacher's intention, because there is no ultimately shared, agreed-upon system for attaching meaning.
Student - Teacher Relationship
2019
Many aspects of the student-teacher relationship were explored in this discussion through the data that has been analyzed in the previous chapter. The basic idea that can be derived from this assessment is that the teachers of this particular school provide a very encouraging transformation learning experience where the student can explore the limits of his / her capacities without the fear of stagnation. But as discussed throughout the chapter, as the answers to these questions are subjective, more observation must be taken into account if the actual nature of the relationships is to be ascertained. As it is very impractical and difficult to get a grip on the correct thinking behind all of these actions and justifications, we would have to rely on the disclosed information to form an opinion while keeping in mind the relentless possibilities.
On growing closer versus becoming more distant in the teacher-pupil relationship
New Trends and Issues Proceedings on Humanities and Social Sciences , 2019
Many studies on classroom aspects related to teaching suggest that the classroom climate, and especially the teacher-student relationship, can greatly determine the quality of teaching in many ways. This study is focused on the narrower perspective of the teacher-pupil relationship, namely the concept known as teacher immediacy. The text starts with an overview of current knowledge about immediacy and the issue of teacher misbehaviour at State schools of compulsory education, which are directly involved in shaping the classroom climate. Subsequently, the results of a study aimed at detecting behaviour that reduces perceived closeness are presented. Narrative interviews were conducted with several former pupils of compulsory school attendance. The data obtained from the interviews were analysed and various modes of teacher's behaviour that violated the trust or sympathy in the teacher-pupil relationship were identified. They include verbal and non-verbal forms of suspicion, underestimation of pupils' abilities, reduced interest in the pupil or teaching, hostility of the teacher and others. The context of trust and the perceived closeness of the pupil to the teacher are discussed as well as other forms of non-immediacy and teacher misbehaviour from a neutral perspective.
Two decades of research on teacher–student relationships in class
2005
This paper reports on results of research from a 25-year program of studies investigating teacher–student relationships in secondary classrooms. The authors review the research that examines teaching from an interpersonal perspective using a communicative systems approach and propose a model to describe teacher–student relationships in terms of teacher behavior. The studies used the Questionnaire on Teacher Interaction (QTI) to collect data on students' and teachers' perceptions of the teacher–student relationship.