Strengthening Individual Teacher-Child Relationships: An Intervention Study Among Student Teachers in Special Education

Relationships with children with special educational needs can be emotionally challenging for teachers and conflicts may negatively impact both children and teachers. Beginning teachers in particular may struggle with negative teacher-child relationships and the emotions these invoke. A first step i...

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Autores principales:	Anne-Katrien Koenen, Liedewij Frieke Nel Borremans, Annet De Vroey, Geert Kelchtermans, Jantine Liedewij Spilt
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	relationship-focused reflection LLInC (teacher student interaction coaching) teacher emotions special education teacher-child relationship Education (General) L7-991
Acceso en línea:	https://doaj.org/article/42c6ea982f0247e0ad4bddc45e809ab6
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id	oai:doaj.org-article:42c6ea982f0247e0ad4bddc45e809ab6
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spelling	oai:doaj.org-article:42c6ea982f0247e0ad4bddc45e809ab62021-11-08T07:37:27ZStrengthening Individual Teacher-Child Relationships: An Intervention Study Among Student Teachers in Special Education2504-284X10.3389/feduc.2021.769573https://doaj.org/article/42c6ea982f0247e0ad4bddc45e809ab62021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/feduc.2021.769573/fullhttps://doaj.org/toc/2504-284XRelationships with children with special educational needs can be emotionally challenging for teachers and conflicts may negatively impact both children and teachers. Beginning teachers in particular may struggle with negative teacher-child relationships and the emotions these invoke. A first step in coping with relationship difficulties with specific children is increasing the teacher’s awareness and understanding of relational themes and emotions in the relationship with that specific child. Therefore, this multiple case intervention study examined the effects of LLInC (Leerkracht Leerling Interactie Coaching in Dutch, or: Teacher Student Interaction Coaching) in a sample of six student teachers in their final internship. LLInC is a relationship-focused coaching program using narrative interview techniques to facilitate in-depth reflection on teacher-child relationships. The intervention aims to foster teachers’ awareness of (negative) internalized emotions and beliefs in order to improve closeness and positive affect, and to reduce conflict and negative affect in teacher-child relationships. Participants repeatedly reported on their perceptions of the teacher-child relationship and on emotions in relation to a specific child before and after the LLInC intervention, which consisted of two one-on-one sessions with a coach. Visual between- and within-phases analyses revealed differential intervention effects across teachers on the development of teacher-child relationship quality and relationship emotions. For all teachers, except for one, positive effects were found on feelings of joy and perceptions of closeness. Preventive effects (i.e., stopping downward trends) were more often observed for competence-based and relationship-based emotions and perceptions (competence, commitment, closeness) than for basic emotions (joy, anger, worry). Although further research is needed, the results highlight the potential of LLInC in influencing pre-service teachers’ child-specific emotions and relationship perceptions. Directions for future research and implications for teacher education are discussed.Anne-Katrien KoenenLiedewij Frieke Nel BorremansAnnet De VroeyGeert KelchtermansJantine Liedewij SpiltFrontiers Media S.A.articlerelationship-focused reflectionLLInC (teacher student interaction coaching)teacher emotionsspecial educationteacher-child relationshipEducation (General)L7-991ENFrontiers in Education, Vol 6 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	relationship-focused reflection LLInC (teacher student interaction coaching) teacher emotions special education teacher-child relationship Education (General) L7-991
spellingShingle	relationship-focused reflection LLInC (teacher student interaction coaching) teacher emotions special education teacher-child relationship Education (General) L7-991 Anne-Katrien Koenen Liedewij Frieke Nel Borremans Annet De Vroey Geert Kelchtermans Jantine Liedewij Spilt Strengthening Individual Teacher-Child Relationships: An Intervention Study Among Student Teachers in Special Education
description	Relationships with children with special educational needs can be emotionally challenging for teachers and conflicts may negatively impact both children and teachers. Beginning teachers in particular may struggle with negative teacher-child relationships and the emotions these invoke. A first step in coping with relationship difficulties with specific children is increasing the teacher’s awareness and understanding of relational themes and emotions in the relationship with that specific child. Therefore, this multiple case intervention study examined the effects of LLInC (Leerkracht Leerling Interactie Coaching in Dutch, or: Teacher Student Interaction Coaching) in a sample of six student teachers in their final internship. LLInC is a relationship-focused coaching program using narrative interview techniques to facilitate in-depth reflection on teacher-child relationships. The intervention aims to foster teachers’ awareness of (negative) internalized emotions and beliefs in order to improve closeness and positive affect, and to reduce conflict and negative affect in teacher-child relationships. Participants repeatedly reported on their perceptions of the teacher-child relationship and on emotions in relation to a specific child before and after the LLInC intervention, which consisted of two one-on-one sessions with a coach. Visual between- and within-phases analyses revealed differential intervention effects across teachers on the development of teacher-child relationship quality and relationship emotions. For all teachers, except for one, positive effects were found on feelings of joy and perceptions of closeness. Preventive effects (i.e., stopping downward trends) were more often observed for competence-based and relationship-based emotions and perceptions (competence, commitment, closeness) than for basic emotions (joy, anger, worry). Although further research is needed, the results highlight the potential of LLInC in influencing pre-service teachers’ child-specific emotions and relationship perceptions. Directions for future research and implications for teacher education are discussed.
format	article
author	Anne-Katrien Koenen Liedewij Frieke Nel Borremans Annet De Vroey Geert Kelchtermans Jantine Liedewij Spilt
author_facet	Anne-Katrien Koenen Liedewij Frieke Nel Borremans Annet De Vroey Geert Kelchtermans Jantine Liedewij Spilt
author_sort	Anne-Katrien Koenen
title	Strengthening Individual Teacher-Child Relationships: An Intervention Study Among Student Teachers in Special Education
title_short	Strengthening Individual Teacher-Child Relationships: An Intervention Study Among Student Teachers in Special Education
title_full	Strengthening Individual Teacher-Child Relationships: An Intervention Study Among Student Teachers in Special Education
title_fullStr	Strengthening Individual Teacher-Child Relationships: An Intervention Study Among Student Teachers in Special Education
title_full_unstemmed	Strengthening Individual Teacher-Child Relationships: An Intervention Study Among Student Teachers in Special Education
title_sort	strengthening individual teacher-child relationships: an intervention study among student teachers in special education
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/42c6ea982f0247e0ad4bddc45e809ab6
work_keys_str_mv	AT annekatrienkoenen strengtheningindividualteacherchildrelationshipsaninterventionstudyamongstudentteachersinspecialeducation AT liedewijfriekenelborremans strengtheningindividualteacherchildrelationshipsaninterventionstudyamongstudentteachersinspecialeducation AT annetdevroey strengtheningindividualteacherchildrelationshipsaninterventionstudyamongstudentteachersinspecialeducation AT geertkelchtermans strengtheningindividualteacherchildrelationshipsaninterventionstudyamongstudentteachersinspecialeducation AT jantineliedewijspilt strengtheningindividualteacherchildrelationshipsaninterventionstudyamongstudentteachersinspecialeducation
_version_	1718442902096445440

Strengthening Individual Teacher-Child Relationships: An Intervention Study Among Student Teachers in Special Education

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