Educating teachers focusing on the development of reflective and relational competences

Early School Leaving: Training Perspectives

“…Moreover, the fact that not only student teachers but also their professors at the faculty and teachers working in schools participated in the training increased the chances of sustainability. The results show that the training actually increases future teachers' relational competence, but that learning and development takes time -after the first two years of the project, the researchers deduced that it had increased relational competence (Jensen et al, 2015). Participants were aware of the possibility to distance themselves from the teacher's role and became both more aware of and actually involved the pupils, their reactions and experiences in the teaching as well as put greater attention on their own reactions and approaches and recognised them as key factors in teaching (Jensen et al, 2015).…”

“…Student-teacher relations have an exceptionally powerful influence over teachers' job satisfaction (OECD, 2014) and are also related to teachers' sense of efficacy (Yoon, 2002). Many teachers and student teachers find relations and interaction with the pupils to be the most difficult aspect of teaching (Jensen et al, 2015). Thus, in addition to the promotion of social, emotional and academic outcomes in students, another line of scientific interest in the teacher's SEC and student-teacher relationship stems from the increasing concern for teachers' well-being (e.g.…”

“…As stated by Juul and Jensen (2011), the basis for high-quality relationships is that students/ children are understood and treated as individuals -as autonomous persons who play an active role in building and maintaining relationships. This process is not only about a communication technique, but about the dialogue which is based on the sincere wish and competence of the adults to react openly and with sensitivity; it is "an ability to meet students with openness and respect, to show empathy and be able to take responsibility for one's own part of the relation" (Jensen et al, 2015). The adult has to consider both: his inner reality and their understanding of the child.…”

“…The teacher is responsible for creating contact with the child, as well as the reciprocity and dynamics of the conversations. The teacher holds the biggest responsibility for a creating good interaction and good learning environment, and for engaging in development-supporting relations (Jensen et al, 2015;Juul & Jensen, 2010.…”

“…Nevertheless, not many education systems provide guidance to teachers on how to develop the students' social and emotional competencies (OECD, 2015). It is suggested that teachers' own social and emotional competencies (SEC) are vital for developing the social and emotional competencies of students (Schonert-Reichl, Hanson-Peterson et al, 2015) as well as for students' learning and development in general Jensen, Bengaard Skibsted, & Vedsgaard Christensen, 2015;Jones, Bouffard, & Weissbourd, 2013). To better understand the role of teachers' SEC and well-being in education, almost a decade ago proposed a theoretical model supported by an extensive literature review.…”