Positive teacher–student relationships go beyond the classroom, problematic ones stay inside

Luce C.A. Claessens, Jan van Tartwijk, Anna C. van der Want, Helena J.M. Pennings, Nico Verloop, Perry J. den Brok, Theo Wubbels

    Onderzoeksoutput: Bijdrage aan tijdschriftTijdschriftartikelAcademicpeer review

    27 Citaten (Scopus)
    819 Downloads (Pure)


    The authors voice teachers' perceptions of their interpersonal experiences with students in both positive and problematic relationships. Interview data from 28 teachers were examined by coding utterances on teacher and student interactions. Results indicate that teachers defined the quality of the relationship mostly by the level of communion (friendly vs. hostile), instead of by the level of agency (in control vs. powerless). Analyses of mentioned teacher and student behavior show a friendly interactional pattern for positive relationships and a hostile pattern for problematic ones. In teachers' perceptions, positive and problematic relationships also differed in context where encounters take place and topic of talk. Contrary to interactions in problematic relationships, encounters in positive relationships were mostly situated outside the classroom context and conversations during these encounters covered a wide range of topics. Implications for teacher education programs are discussed.

    Originele taal-2Engels
    Pagina's (van-tot)478-493
    Aantal pagina's16
    TijdschriftJournal of Educational Research
    Nummer van het tijdschrift5
    Vroegere onlinedatum6 okt 2016
    StatusGepubliceerd - 1 mei 2017

    Vingerafdruk Duik in de onderzoeksthema's van 'Positive teacher–student relationships go beyond the classroom, problematic ones stay inside'. Samen vormen ze een unieke vingerafdruk.

    Citeer dit