Abstract
The purpose of this study was to investigate how preservice teachers’ understanding of relational competence can be supported through the use of digital video and explicit criteria. The study is a mixed method intervention study, where preservice teachers analyzed the teacher-student relationship as depicted in a short video sequence with the support of explicit criteria. These analyses were analyzed with content analysis according to the criteria and a thematic comparison of preservice teachers’ analyses before and after the access to explicit criteria. Findings suggest that the use of explicit criteria supported preservice teachers’ discernment of significant dimensions of teacher-student relationships, so that they were able to discern and discuss aspects of the teacher-student relationship with a specific focus on teacher-student interaction and with greater detail and nuance. The study also provides some tentative evidence that modelling the use of criteria may support preservice teachers’ use of the criteria.
Highlights
IntroductionDuring the last three decades, extensive international research, including research reviews, and meta-analyses, has shown that supportive relationships between teachers and students have beneficial effects on factors such as students’ subject-specific performance, social development, satisfaction, well-being, and motivation to learn (e.g., Wubbels and Brekelmans, 2005; Cornelius-White, 2007; Hattie, 2009; Roorda et al, 2011; Sabol and Pianta, 2012; Wubbels et al, 2012)
The purpose of this study is to investigate how pre-service teachers’ understanding of relational competence can be supported through the use of digital video and explicit criteria
The research presented belongs to the mixed method research paradigm (e.g., Johnson and Onwuegbuzie, 2004), which means that both quantitative and qualitative methods have been used to investigate the data, in order to provide a more comprehensive answer to the research question
Summary
During the last three decades, extensive international research, including research reviews, and meta-analyses, has shown that supportive relationships between teachers and students have beneficial effects on factors such as students’ subject-specific performance, social development, satisfaction, well-being, and motivation to learn (e.g., Wubbels and Brekelmans, 2005; Cornelius-White, 2007; Hattie, 2009; Roorda et al, 2011; Sabol and Pianta, 2012; Wubbels et al, 2012). The relational competence of teachers represents the capability to develop positive (supportive, caring, trusting, etc.) relationships with students and other significant parties. This definition implies that relational competence does not pertain to relationships in general, but rather to a certain type—educational relationships. In order for teacher interactions to meet the criteria for relational competence they must be relevant to the aims of the education. This preliminary definition serves as the point of departure for the research project presented in this article.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
