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Beginning and experienced secondary school teachers' self- and student schema in positive and problematic teacher–student relationships
ARTICLE

, , , Department of Education ; , , ICLON Graduate School of Teaching ; , Eindhoven School of Education ; , Department of Education

TATE Volume 55, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

The quality of teacher–student relationships is important for teachers' well-being in schools. In this interview study we investigated which cognitions comprise secondary school teachers' self- and student schema in positive and problematic teacher–student relationships. Frequency analyses of these cognitions showed that especially student schema differed in teachers' talk of positive and problematic relationships. When combining cognitions of the self- and student schema, a HOMALS analysis revealed two types of positive and two types of problematic relationships. Differences between novices and experienced teachers were apparent for positive relationships. These findings raise questions about teachers' attributions for the quality of teacher–student relationships.

Citation

Claessens, L., van Tartwijk, J., Pennings, H., van der Want, A., Verloop, N., den Brok, P. & Wubbels, T. (2016). Beginning and experienced secondary school teachers' self- and student schema in positive and problematic teacher–student relationships. Teaching and Teacher Education: An International Journal of Research and Studies, 55(1), 88-99. Elsevier Ltd. Retrieved December 7, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2015.12.006

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