hig.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Navigating Middle Ground: A Spatial Perspective on the Borderlands of Teacher-Student Relationships in Secondary School
University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies. (STORIES)ORCID iD: 0000-0002-1871-4488
University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies. (STORIES)
2012 (English)Conference paper, Published paper (Refereed)
Abstract [en]

Positive teacher-student relationships are important for student learning. One factor that promotes such relationship is closeness. Yet, the teacher-student relationship is a professional one and there are limits to how close teachers and students can get without crossing this professional boundary. The purpose of this paper is to use spatial theories in order to explore how teachers and students in secondary education view and navigate border territories of positive and professional teacher-student relationships. Data is drawn from a combined case study where teachers and students were interviewed. Spatial theory aids the analysis, where we ask: Where, when and how are positive teacher-student relationships negotiated in schools, how do teachers and students reason regarding the borderlands of teacher-student relationships, and how do they navigate them? Preliminary results include instances when teachers intentionally work at attaining closeness, and when they back off to distance themselves in order to keep a professional distance. Students, although they appreciate closeness, are very sensitive to teachers trying to overstep the boundary. Both teachers and students point to informal situations and places in schools as significant for building positive relationships. The scientific significance includes the novel use of spatial theory that is fruitful for shedding new light on interpersonal processes in schools, and the results are of value for teachers as well as for future research on understanding and improving professional teacher-student relationships. 

Place, publisher, year, edition, pages
2012.
Keyword [en]
professional relationships, secondary education, spatial perspective, teacher-student relationships
National Category
Didactics
Identifiers
URN: urn:nbn:se:hig:diva-11851OAI: oai:DiVA.org:hig-11851DiVA, id: diva2:526186
Conference
International conference on Interpersonal Relationships in Education (ICIRE), Vancouver, Canada, April 11-12, 2012
Available from: 2012-05-10 Created: 2012-05-10 Last updated: 2018-03-13Bibliographically approved

Open Access in DiVA

No full text in DiVA

Authority records BETA

Frelin, AnneliGrannäs, Jan

Search in DiVA

By author/editor
Frelin, AnneliGrannäs, Jan
By organisation
Curriculum studies
Didactics

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 532 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf