Building student-teacher relationships in an alternative education setting: a qualitative interview study

Kennedy, Alana M.; Clark, Vicki L. Plano; Haydon, Todd

doi:10.1080/1045988x.2022.2109564

Cited by 1 publication

(1 citation statement)

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“…Semi-structured interviews were conducted with first-to-third teachers from Belgium, China, and Italy to explore TSR’s cultural conceptualization and manifestation in teaching practices. The semi-structured interview serves as a valuable narrative method designed to evaluate teachers’ implicit mental representations of dyadic TSR ( Koenen et al, 2019 ; Kennedy et al, 2022 ). By leveraging narrative data, this study can illuminate the unconscious cognitive processes at play among teachers ( Maier et al, 2004 ) and provide a deeper understanding of how TSR is manifested and imbued with cultural significance.…”

Section: Literature Reviewmentioning

confidence: 99%

Cultural universality and specificity of teacher-student relationship: a qualitative study in Belgian, Chinese, and Italian primary school teachers

Xu,

Huizinga,

De Luca

et al. 2023

Front. Psychol.

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Extensive evidence highlights the significant influence of dyadic, emotional teacher-student relationship (TSR) on students’ cognitive functioning, socio-emotional development, and overall well-being. However, it remains unclear whether the TSR construct and its manifestations can be generalized across cultures. This qualitative study investigated TSR among 60 primary school teachers in Belgium, China, and Italy (i.e., countries with varying positions on the collectivistic-individualistic continuum of culture). Through semi-structured interviews and metatheme analysis, the study examined the similarities and differences in TSR across these countries, revealing a nuanced and diverse picture in various cultural contexts. The findings align with the existing TSR model by including dimensions of closeness, conflict, and dependency, while also extending the model to identify additional dimensions such as authority, balance, distance, fairness, increasing student motivation, patience, and strictness. Regarding cultural perspective, teachers from these three countries exhibited similar conceptualizations of closeness, conflict, fairness, increasing student motivation, patience, and strictness, whereas the conceptualization of dependency, authority, balance, and distance may be influenced by (collectivistic versus individualistic) culture. Moreover, the manifestations of TSR varied across countries, highlighting the influence of cultural factors such as cultural norms, collectivistic versus individualistic values, and the perceived legitimacy of teacher authority. These findings shed light on the complexities of TSR across countries and emphasize the significance of culturally sensitive approaches in fostering positive TSR in education.

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Section: Literature Reviewmentioning

confidence: 99%