Supporting Teachers in Relational Pedagogy and Social Emotional Education: A Qualitative Exploration
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 academi...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Centre for Resilience & Socio-Emotional Health
2017-04-01
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| Series: | International Journal of Emotional Education |
| Subjects: | |
| Online Access: | https://www.um.edu.mt/__data/assets/pdf_file/0012/313212/v1i9p6.pdf |
| _version_ | 1797963257399476224 |
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| author | Jocelyn Reeves Lucy Le Mare |
| author_facet | Jocelyn Reeves Lucy Le Mare |
| author_sort | Jocelyn Reeves |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-11T01:26:41Z |
| format | Article |
| id | doaj.art-f826671bdbf847d7b5c75496bbec6206 |
| institution | Directory Open Access Journal |
| issn | 2073-7629 |
| language | English |
| last_indexed | 2024-04-11T01:26:41Z |
| publishDate | 2017-04-01 |
| publisher | Centre for Resilience & Socio-Emotional Health |
| record_format | Article |
| series | International Journal of Emotional Education |
| spelling | doaj.art-f826671bdbf847d7b5c75496bbec62062023-01-03T10:23:31ZengCentre for Resilience & Socio-Emotional HealthInternational Journal of Emotional Education2073-76292017-04-01918598Supporting Teachers in Relational Pedagogy and Social Emotional Education: A Qualitative ExplorationJocelyn Reeves 0Lucy Le Mare1Coquitlam School District, British Columbia, CanadaSimon Fraser University, British Columbia, CanadaWe 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.https://www.um.edu.mt/__data/assets/pdf_file/0012/313212/v1i9p6.pdfTeacher-student relationships; relational pedagogy; social-emotional learning; social emotional education; professional development |
| spellingShingle | Jocelyn Reeves Lucy Le Mare Supporting Teachers in Relational Pedagogy and Social Emotional Education: A Qualitative Exploration International Journal of Emotional Education Teacher-student relationships; relational pedagogy; social-emotional learning; social emotional education; professional development |
| title | Supporting Teachers in Relational Pedagogy and Social Emotional Education: A Qualitative Exploration |
| title_full | Supporting Teachers in Relational Pedagogy and Social Emotional Education: A Qualitative Exploration |
| title_fullStr | Supporting Teachers in Relational Pedagogy and Social Emotional Education: A Qualitative Exploration |
| title_full_unstemmed | Supporting Teachers in Relational Pedagogy and Social Emotional Education: A Qualitative Exploration |
| title_short | Supporting Teachers in Relational Pedagogy and Social Emotional Education: A Qualitative Exploration |
| title_sort | supporting teachers in relational pedagogy and social emotional education a qualitative exploration |
| topic | Teacher-student relationships; relational pedagogy; social-emotional learning; social emotional education; professional development |
| url | https://www.um.edu.mt/__data/assets/pdf_file/0012/313212/v1i9p6.pdf |
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