Affective Teacher Education: Exploring Connections among Knowledge, Skills, and Dispositions

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In search of politics.

Teacher-Student Relationships and School Adjustment: Progress and Remaining Challenges

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Affective Teacher Education: Exploring Connections Among Knowledge, Skills, and Dispositions

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Affective Teacher Education

Rike; Kathryn Sharp; Regina M. Ryel Thomason; Alex J. Tripamer and Gail E. Affective Teacher Education is one of the first books to provide teacher educators, classroom teachers, school administrators, and teacher candidates with research and recommendations related to affective education. All teachers want to become professional educators; they want find satisfaction and reward in their chosen careers. Likewise, all teachers want to show their students in all grade levels and in all subject areas how to acquire, apply, and appreciate appropriate dispositions or outlooks related to the course content and as a community of learners.

This book guides and supports teachers to fulfill these two goals. Although the quality of the mother-child attachment relationship and early teacher-student relationships is moderately consistent, these authors point out that the concordance between mother-child and teacher-child relationship security weakens as students advance to higher grades.

Furthermore, the quality of the teacher-student relationship depends not only on what the child brings to the relationship, in terms of mental representations of relationships with caregivers and interpersonal competencies, but also on what the teacher brings to the relationship and the teacher-student daily interactions. Their call for an expanded attachment perspective on teacher-student relationship concordance that incorporates multiple and interactive influences across development is effectively answered by four articles in this series.

Supportive and close relationships with teachers were also linked to positive peer relationships, which were linked to positive perceived social competence. Of particular interest is the finding of differential effects of two dimensions of teacher-student relationship quality, conflict and closeness, on trajectories for externalizing and internalizing behaviors.

Their findings also underscore the importance of a person-centered approach to understanding teacher-student relationships across the elementary school years. The effect of conflict trajectory classes on academic functioning was recently investigated by Spilt, Hughes, Wu, and Kwok in press.

Specifically, first grade children in classrooms with low levels of provision of teacher emotional support were more likely to exhibit a proximal-dependent profile of teacher relatedness, a profile that maps onto anxious ambivalent attachment styles. A close and supportive relationship with the teachers presumably serves as external source of stress regulation, allowing children to direct their energies toward engagement with tasks, peers, and teachers in the classroom. Ahnert and colleagues provide clear and convincing evidence that the provision of a supportive teacher relationship serves this purpose.

Specifically, children provided with a supportive learning environment in first grade evinced diurnal and weekly patterns of salivary cortisol indicative of effective stress regulation.

Given the well-established effects of stress on learning Blair, , these results provide strong evidence for the academic benefit of the provision of an emotionally positive learning environment. Spilt, Koomen, Thijs, and van der Leij answer the widely voiced call for the development and evaluation of theoretically informed interventions to improve teacher-student relationships. The reflection-focused intervention, however, was less effective than the interpersonal skills intervention in reducing teacher-perceived relational conflict.

Teachers in the reflection-focused intervention, but not in the interpersonal competence intervention, varied in slope for teacher-rated closeness and conflict. In the case of teacher-student conflict, higher teacher self-efficacy predicted decreasing conflict. More theoretically informed research that addresses teacher characteristics as a moderator of intervention responsiveness is needed.

As noted by Sabol and Pianta , teacher-student interactions are likely the result of multiple and interactive influences. Attachment theory has proven its value in establishing the role of maternal attachment security on teacher-student relationships at the transition to elementary school. One challenge is to identify specific, theoretically informed processes that account for the dynamic relations between teacher-student relationships, child characteristics, and the classroom context.

Exploring Connections among Knowledge, Skills, and Dispositions

Teacher-student interactions have been studied, for the most part, in isolation from other teacher behaviors, or instructional practices. Classrooms are complex systems of interactions, and social and instructional features likely influence each other and interact in complex ways. Classroom goal structures refer to messages in the learning environment, particularly teacher practices that make certain achievement goals salient Ames, These findings support the view that the provision of challenging instruction with adequate supports for learning is one way teachers communicate their concern and respect for students Nodding, More attention has focused on interventions designed to improve teaching practices at the classroom level than at the dyadic level.

Although classroom-level interventions likely result in improvement at the dyadic level, problematic teacher-student relationships may exist in classrooms with generally positive climates. Spilt and colleagues addresses the need for interventions focused on troubled dyadic relationships. A possible limitation of interventions at the dyadic level is the lack of willingness on the part of schools to invest in interventions that are focused on a single student. Evidence that such interventions result in improved teacher knowledge and skills that teachers apply to their interactions with other students will be essential to building teacher and administrator support for them.

The complexity of teacher-student relationships requires not only multiple theories but also longitudinal research designs capable of clarifying causal processes, including reciprocal and cascading processes. These researchers found that youth who reported more conflict in their relationships with teachers at ages 14 were more likely at age 15 and 17 to engage in risky sexual behavior. Although this interpretation is plausible, the design does not permit such a conclusion, as factors that predict both teacher-student conflict and risky sexual behavior e.

That is, the measure of teacher-student conflict could be a marker of poor behavioral and academic risk for sexual risk taking rather than a cause.

Teacher-Student Relationships and School Adjustment: Progress and Remaining Challenges

These authors call for the development of measures that span elementary and secondary levels, to permit investigation of change and growth in relationships across developmental transitions as well as variations in mechanisms by which teacher relatedness influences school outcomes. Studies of teacher-student relationship quality across a number of years can also shed light on variations in its effects at different developmental periods. The lack of measures of teacher-student relatedness appropriate across the elementary and middle schools is an obstacle to such studies.

Although interventions that provide context-embedded, individualized feedback anchored in specific teaching behaviors have demonstrated efficacy, knowledge of the active ingredients of these interventions is lacking.

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For example, what consultant behaviors predict improvement in teacher behaviors? Reliable and valid measures of consultation processes e. Such evidence would inform the preparation of teacher consultants. I offer three recommendations for application.

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