Abstract
Relationship quality between teachers and their students are a critical aspect for wellbeing and effective learning in school. Accordingly, teacher training should promote competencies for creating and maintaining positive relationships in the classroom. The Helga-Breuninger-Foundation developed a video-based online training (Intus3) that intends to focus on student teachers’ interpersonal competencies by reflecting on staged videos. Although this training is well designed, there is only little empirical evidence in general and so far no experimental research investigating the effects of Intus3. Accordingly, we investigated whether this program is able to improve the capacities of student teachers’ interpersonal competencies, affective well-being and affective attitudes towards challenging students. We conducted two randomized experimental studies (n1=132, n2=242) within lectures in teacher education at the University of Potsdam introducing the basics of inclusive education in two consecutive semesters. We compared groups first working with Intus3 to waiting control groups that wrote an expository text based on empirical research discussing the relevance of teacher-student-relationships with a longitudinal design with four measurement points. Latent change models showed that prior work with Intus3 showed few effects but complex effects in comparison the prior text work groups. In the larger and extended study 2 an increase of empathic concern was significant after the prior work with Intus3. The results will be discussed with the perspective of the potential of further development of online training courses for affective learning for teachers and teacher students.
Highlights
Since the study by Hattie (2010), there is ample evidence for us to assume that a good relationship between teachers and their students has a significant positive impact on productive schooling
social and emotional competencies (SEC) of the teachers have not been addressed in the evaluation ; it is unclear if there are effects as intended
It is not investigated if teacher–student relationships improve after participation of the teachers
Summary
Since the study by Hattie (2010), there is ample evidence for us to assume that a good relationship between teachers and their students has a significant positive impact on productive schooling. In his international meta-meta-study, the teacher–student relationship was one of the most important factors predicting competency development in students. Taken together with the mentioned research, the current study is interested in learning more about ways of competency development in teachers and teacher students to enable them to establish beneficial relationships with their students
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