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.
Original language | English |
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Article number | 678793 |
Pages (from-to) | 1-12 |
Number of pages | 11 |
Journal | Frontiers in education: teacher education |
Volume | 6 |
DOIs | |
Publication status | Published - 2021 |
Swedish Standard Keywords
- Educational Sciences (503)
Keywords
- Teacher-student relationship
- relational competence
- special education teacher preparation
- students with special educational needs
- video-based intervention