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- Aspelin, Jonas, et al.
(författare)
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'It means everything' : special educators perceptions' of relationships and relational competence
- 2021
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Ingår i: European Journal of Special Needs Education. - : Routledge. - 0885-6257 .- 1469-591X. ; 36:5, s. 671-685
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Tidskriftsartikel (refereegranskat)abstract
- A compelling body of international research demonstrates that a positive, supportive teacher-student relationship is essential for students’ development, especially for at-risk students. In this article, the educator’s ability to build such relationships is discussed in terms of ‘relational competence’. Special educators’ relational competence is a largely unexplored topic. This article contributes by reporting on an interview study with 21 experienced special educators. The study focuses on the educators’ perceptions of their relationships and relational competence. Two research questions (RQs) are explored: (1) What is the role of social relationships in (successful) work as a special educator? and (2) How is the relational competence of special educators realised in practice? The results are presented in themes and subthemes, and are supported by significant quotes. Regarding RQ 1, the study shows that the informants perceive positive social relationships as fundamental in their work and relational competence as particularly important in their profession. The results for RQ 2 show that relational competence is realised by an accepting attitude in the ‘here and now’; by finding a personal connection to the student; and by building trusting relationships over a longer period of time. Comments on implications for special education teacher preparation are provided.
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| 2. |
- Aspelin, Jonas, et al.
(författare)
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Pre-service special educators’ understandings of relational competence
- 2021
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Ingår i: Frontiers in education: teacher education. - : Frontiers Media SA. ; 6, s. 1-12
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Tidskriftsartikel (refereegranskat)abstract
- Research demonstrates that the teacher-student relationship is essential for students with special educational needs. This article investigates how pre-service special educators (n = 74) perceive teachers’ relational competence, as manifested in their relations with students exhibiting behavioral difficulties. The data comprises educators’ written analyses of teacher-student interactions simulated through digital video, both before and after being provided with explicit criteria on teachers’ relational competence. The findings reveal a change in the educators’ perceptions as they shift from a focus on teaching strategies and the learning environment toward an awareness of teacher-student interaction, and from the teacher’s management of problematic student behavior toward an acknowledgment of the communicative and socio-emotional challenges in contexts involving students with different needs.
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| 3. |
- Aspelin, Jonas, et al.
(författare)
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Preservice special educators' relational competence in virtual simulations with avatars
- 2024
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Ingår i: Teacher Educator. - : Taylor and Francis Ltd.. - 0887-8730 .- 1938-8101.
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Tidskriftsartikel (refereegranskat)abstract
- Research shows that relational competence is essential in teacher education, including special education teacher training. It also shows that virtual simulations using avatars are useful for developing teacher competencies. However, there is a research gap regarding how virtual simulations can be utilized to develop relational competences. The present study has two purposes: (1) to explore preservice special educators’ (PSEs) relational competence in an avatar context, and (2) to delineate research-based guidelines for using avatars to enhance relational competence. The data comprise video observations of virtual simulations and interviews with PSEs. The results show that PSEs perceive relational competence as a pedagogical approach and, mainly, as an organization of interaction. Furthermore, relational competence is manifested by different degrees of communication attunement. The guidelines suggest that teacher educators should direct PSEs toward the pedagogical approach and a high degree of attunement. Overall, avatar simulations are useful for training teachers in relational competence.
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| 4. |
- Aspelin, Jonas, et al.
(författare)
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Relational competence in teacher education : concept analysis and report from a pilot study
- 2019
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Ingår i: Teacher Development. - : Routledge. - 1366-4530 .- 1747-5120. ; 23:1
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Tidskriftsartikel (refereegranskat)abstract
- A supportive relationship between teachers and students has been shown to have positive effects on students’ performance and social development. Preservice teachers’ relational competence is, however, an unexplored area. The purpose of this study is to contribute to educational research about relational competence in teacher education by introducing a Swedish project which focuses on interpersonal aspects. The study has three parts. In the theoretical part, a conceptualization of teachers’ relational competence using Thomas Scheff’s theory of interpersonal relationships is outlined. In the empirical (pilot) part, a methodology for prompting preservice teachers’ analyses of teacher–student relationships is described, as well as a thematic analysis of their responses. The theoretical conceptualization is then used together with the empirical data in the third part, in order to identify development needs of preservice teachers in terms of relational competence. According to the conceptualization, relational competence includes three sub-concepts: communicative, differentiation, and socio-emotional competence. From the analysis of preservice students’ texts, the article identifies development needs in relation to the three sub-concepts. The concluding discussion focuses on lessons learned from the study regarding how to promote teacher students’ relational competence.
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| 5. |
- Aspelin, Jonas, et al.
(författare)
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Speciallärares och specialpedagogers relationskompetens i arbete med elevers kamratrelationer och med relationer till elevernas föräldrar
- 2024
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Ingår i: Utbildning & Lärande. - 2001-4554. ; 18:1
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Tidskriftsartikel (refereegranskat)abstract
- Research shows that educators’ capability to build positive and supportive relationships is critical for educational success, particularly for at-risk students. The purpose of this article is to discuss how special educators – “speciallärare” (SL) and “specialpedagoger” (SP) – perceive relational competence working with their students’ peer relationships and with the students’ parents. The article presents an interview study of 21 experienced SL and SP. The findings indicate that SL and SP perceive relational competence as an extensive, complex, and advanced work involving short- and long-term dimensions, formal and informal social situations, and with instrumental and immanent purposes. Overall, SL and SP highlight relational competence through cooperation in which the other party is directly involved. Moreover, the thematic analysis shows that SL and SP perceive relational competence regarding peer relationships as manifested through (i) “social training”, which is carried out spontaneously and by arrangement, and (ii) “relational mediation”, which has a direct or an indirect form. In relation to students’ parents, SL and SP perceive relational competence as manifested in direct interaction, which includes two aspects: (i) “guidance” and (ii) “confirmation”. The article suggests that relational competence, as seen from the perspectives of SP and SL, can be understood in terms of method and encounters, dimensions that are important to notice in special education teacher training, as well as in further research.
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| 6. |
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| 7. |
- Balan, Andreia, et al.
(författare)
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Relationen mellan lärares intentioner och deras respons till elever : En studie om återkoppling som stöd för matematisk resonemangsförmåga på mellanstadiet
- 2021
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Ingår i: Educare - Vetenskapliga skrifter. - : Malmo University Library. - 1653-1868. ; :4, s. 81-113
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Tidskriftsartikel (refereegranskat)abstract
- Formative feedback has the potential to support student learning and performance. However, teachers sometimes have difficulties realizing their intentions with formative feedback when responding to students’ questions or solutions. If the actual response provided does not agree with the teacher’s intentions, the formative potential may be diminished or lost. The purpose of this study is therefore to investigate whether teachers themselves are able to identify the correspondence between their stated intentions and their actual response to students. Four teachers participated in the study by responding to the mathematical reasoning performed by twelve students in grades 4-5 (the feedback situations were recorded) and then taking part in stimulated-recall interviews. The results show that the teachers were able to identify certain instances of correspondence, and/or differences, between their intentions and how they acted in the feedback situations. The differences identified by the teachers were justified basedon the teachers’ individual beliefs – for instance, the belief that some mathematical methods belong to certain grade levels and should not be taught in advance – or on concerns about how the students would react.
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| 8. |
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| 9. |
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| 10. |
- Grettve, Anna, et al.
(författare)
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Att bedöma och sätta betyg : tio utmaningar i lärarens vardag
- 2014
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Att bedöma och sätta betyg är en av lärarens viktigaste och svåraste uppgifter och i det arbetet uppstår frågor. Författarna diskuterar dessa utifrån tio konkreta utmaningar i lärarens bedömningsvardag. Exempel på detta är hur man kan samla in ett allsidigt bedömningsunderlag, ge effektiv återkoppling, använda själv- och kamratbedömning och ta ställning i frågor om digitalt dokumentationsstöd. Boken belyser hur samverkan mellan praktisk erfarenhet, skolans styrdokument och aktuell forskning kan stärka professionen. Ambitionen är också att visa det som inte låter sig fångas i entydiga riktlinjer från myndigheter eller i forskning. Den enskilda läraren har, trots allt, ett stort handlingsutrymme i sin yrkesutövning. Att bedöma och sätta betyg. Tio utmaningar i lärarens vardag riktar sig både till lärarstuderande och verksamma lärare inom grund- och gymnasieskola. Boken kan användas som diskussions- och reflektionsunderlag och i arbete med bedömning och betygssättning.
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