De docent en het sociale klimaat in de klas: Een exploratieve studie naar verschillende aspecten van docent-leerling relaties

L. C.A. Claessens; H. J.M. Pennings; A. C. Van Der Want; M. Brekelmans; Perry den Brok; J. Van Tartwijk

De docent en het sociale klimaat in de klas: Een exploratieve studie naar verschillende aspecten van docent-leerling relaties

Translated title of the contribution: The teacher and the classroom social climate: An explorative study on different aspects of teacher-student relationships

L. C.A. Claessens^*, H. J.M. Pennings, A. C. Van Der Want, M. Brekelmans, Perry den Brok, J. Van Tartwijk

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

2 Citations (Scopus)

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Abstract

Student perceptions of the teacher-student relationship - measured with the Questionnaire on Teacher Interaction (QTI) - are frequently used in teacher education and professional development programs. We explored the additional information of other indicators for the quality of the teacher-student relationship to improve the classroom social climate. We used interviews with four early-career teachers and observations of their lessons to study their interpersonal identity standard, self-schemas about individual relationships, appraisals of a lesson start and their realtime behaviour. Results showed that the other indicators provide additional information to student perceptions. This has consequences for teacher education and professional development programs.

Translated title of the contribution	The teacher and the classroom social climate: An explorative study on different aspects of teacher-student relationships
Original language	Dutch
Pages (from-to)	302-317
Number of pages	16
Journal	Pedagogische Studien
Volume	91
Issue number	5
Publication status	Published - 2014
Externally published	Yes

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title = "De docent en het sociale klimaat in de klas: Een exploratieve studie naar verschillende aspecten van docent-leerling relaties",

abstract = "Student perceptions of the teacher-student relationship - measured with the Questionnaire on Teacher Interaction (QTI) - are frequently used in teacher education and professional development programs. We explored the additional information of other indicators for the quality of the teacher-student relationship to improve the classroom social climate. We used interviews with four early-career teachers and observations of their lessons to study their interpersonal identity standard, self-schemas about individual relationships, appraisals of a lesson start and their realtime behaviour. Results showed that the other indicators provide additional information to student perceptions. This has consequences for teacher education and professional development programs.",

author = "Claessens, {L. C.A.} and Pennings, {H. J.M.} and {Van Der Want}, {A. C.} and M. Brekelmans and {den Brok}, Perry and {Van Tartwijk}, J.",

year = "2014",

language = "Dutch",

volume = "91",

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journal = "Pedagogische Studien",

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T2 - Een exploratieve studie naar verschillende aspecten van docent-leerling relaties

AU - Claessens, L. C.A.

AU - Pennings, H. J.M.

AU - Van Der Want, A. C.

AU - Brekelmans, M.

AU - den Brok, Perry

AU - Van Tartwijk, J.

PY - 2014

Y1 - 2014

N2 - Student perceptions of the teacher-student relationship - measured with the Questionnaire on Teacher Interaction (QTI) - are frequently used in teacher education and professional development programs. We explored the additional information of other indicators for the quality of the teacher-student relationship to improve the classroom social climate. We used interviews with four early-career teachers and observations of their lessons to study their interpersonal identity standard, self-schemas about individual relationships, appraisals of a lesson start and their realtime behaviour. Results showed that the other indicators provide additional information to student perceptions. This has consequences for teacher education and professional development programs.

AB - Student perceptions of the teacher-student relationship - measured with the Questionnaire on Teacher Interaction (QTI) - are frequently used in teacher education and professional development programs. We explored the additional information of other indicators for the quality of the teacher-student relationship to improve the classroom social climate. We used interviews with four early-career teachers and observations of their lessons to study their interpersonal identity standard, self-schemas about individual relationships, appraisals of a lesson start and their realtime behaviour. Results showed that the other indicators provide additional information to student perceptions. This has consequences for teacher education and professional development programs.

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De docent en het sociale klimaat in de klas: Een exploratieve studie naar verschillende aspecten van docent-leerling relaties

Abstract

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