Teacher-student Relationships: The Meaning of Teachers' Experience Working with Underachieving Students

• Authors: Maria Oreshkina , Katherine Greenberg
• Languages of publication: EN

Abstracts

EN

This paper is based on phenomenological interviews with teachers who worked with underachieving students in South Africa, Russia, and the United States. It focuses on the analysis of meanings that teachers constructed while describing their relationship with underachieving students and how metaphors worked to construct such meanings. The researchers also used Buber's "I-Thou" concept as an interpretive lens to further understand the meanings of teacher-student relationships. The study concludes that the teacher-student relationship is one of the fundamental themes of the teaching experience and is common for teachers from different countries.

Keywords

EN

Qualitative research; phenomenology; metaphor analysis; teacher-student relationships

• Publisher: Sciendo
• Journal: Journal of Pedagogy
• Year: 2010
• Volume: 1
• Issue: 2
• Pages: 52-66

Dates

published

2010-01-01

online

2011-02-14

Contributors

author

Maria Oreshkina

• Education Department, University of Scranton, Linden Street 800, McGurrin Hall 12, Scranton PA 18510, USA

author

Katherine Greenberg

• Department of Educational Psychology, University of Tennessee, 1122 Volunteer Blvd East, Bailey Education Complex, Knoxville, TN 37996-3452, USA

References

• Buber, M. 1970. I and Thou. New York: Charles Scribner's Sons.
• Clandinin, D. J. Connelly, F. M. 1995. Teachers' Professional Knowledge Landscapes. New York: Teachers College Press.
• Friedman, M. 2005. Martin Buber and Mikhail Bakhtin. In Banathy, B. & Jenlink, P. (eds). Dialogue as a Means of Collective Communication. New York: Kluwer Academic/Plenum Publishers, 29-39.
• Hamre, B., Pianta, R. 2001. Early Teacher-Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade. In Child Development, 72 (2): 625-638.
• Juvonen, J. 2006. Sense of Belonging, Social Bonds, and School Functioning. In Alexander, P., Winne, P. (eds.). Handbook of Educational Psychology. Mahwahn, N. J.: Lawrence Erlbraum, 655-674.
• Lakoff, G., Johnson, M. 1980. Metaphors We Live By. Chicago and London: The University of Chicago Press.
• Lynch, M., Cicchetti, D. 1992. Maltreated Children's Reports of Relatedness to their Teachers. In Pianta, R. C. (ed.). Beyond the Parent: The Role of Other Adults in Children's Lives: New Directions for Child Development. San Francisco: Jossey-Bass, 81-108.
• Midgley, C., Feldlaufer, H., Eccles, J. S. 1989. Student-Teacher Relations and Attitudes toward Mathematics before and after the Transition to Junior High School. In Child Development, 60 (4): 981-992.
• Murray, C. 2002. Supportive Teacher-Student Relationships: Promoting the Social and Emotional Health of Early Adolescents with High Incidence Disabilities. In Childhood Education, 78 (5): 285-290.
• Noddings, N. 2005. The Challenge to Care in Schools: An Alternative Approach to Education. New York and London: Teachers College.
• Pianta, R. C., Steinberg, M. S., Rollins, L. B. 1995. The First Two Years of School: Teacher-Child Relationships and Deflections in Children's Classroom Adjustment. In Development and Psychopathology, 7: 295-312.
• Pianta, R., Stuhlman, M. 2004. Teacher-Child Relationship and Children's Success in the First Years of School. In School Psychology Review, 33 (3): 444-458.
• Raider-Roth, M. 2005. Trusting What You Know: Negotiating the Relational Context of Classroom Life. In Teachers College Record, 107 (4): 587-628.
• Roeser, R. W., Eccles, J. S., Sameroff, A. J. 2000. School as a Context of Early Adolescents' Academic and Social-Emotional Development: A Summary of Research Findings. In Elementary School Journal, 100 (5): 443-471.
• Stuhlman, M., Pianta, R. 2001. Teachers' Narratives about their Relationships with Children: Associations with Behavior in Classrooms. In School Psychology Review, 31 (2): 148-163.
• Thomas, S., Pollio, H. (eds.). 2002. Listening to Patients: A Phenomenological Approach to Nursing Research and Practice. Springer Publishing Company.
• Valle, R., King, M., Halling, S. 1989. An Introduction to Existential-Phenomenological Thought in Psychology. In Valle, R., Halling, S. (eds.). Existential Phenomenological Perspective in Psychology. New York and London: Plenum Press, 3-16.
• Van Manen, M. 1990. Researching Lived Experience: Human Science for an Action Sensitive Pedagogy. State University of New York Press.
• Van Manen, M. 2000. Moral Language and Pedagogical Experience. In Journal of Curriculum Studies, 32 (2): 315-327.
• Webster's New Collegiate Dictionary. 1979. New York: G. & C. Merriam Co.: 968.
• Wentzel, K. 1997. Student Motivation in Middle School: The Role of Perceived Pedagogical Caring. In Journal of Educational Psychology, 89 (3): 411-419.

Identifiers

DOI

10.2478/v10159-010-0009-2