| Summary: | We examined the beliefs and experiences of three elementary school teachers who, over
one school year, participated in bi weekly, guided discussions of attachment and care
theories that introduced them to relational pedagogy as a way of supporting students‟
positive social, emotional, and academic growth. Teachers‟ beliefs about the aims of
education were assessed at the beginning and end of the study and for the duration of the
study they each kept a journal to document and reflect on their classroom interactions.
Findings revealed teachers‟ understandings of the aims of education reflected a more
relational perspective at the end of the study than the beginning. Seven themes emerged
from the journals capturing the teachers‟ commitment to fostering caring relationships in
their classrooms; their hesitancy to fully implement relational pedagogy as well as
missed opportunities to do so; the frustration they experienced leading to abandoning
relational pedagogy; awareness of their “mistakes”; their feelings of isolation as they
realized relational pedagogy required a supportive school environment and their
successes. Implications for pre- and in-service teacher education are discussed.
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