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Aspelin, Jonas
Publications (10 of 45) Show all publications
Aspelin, J. (2017). We can recite it in chorus now: an interactionist approach to the teacher-student relationship and teachers relational competence. Classroom Discourse, 8(1), 55-70
Open this publication in new window or tab >>We can recite it in chorus now: an interactionist approach to the teacher-student relationship and teachers relational competence
2017 (English)In: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022, Vol. 8, no 1, p. 55-70Article in journal (Refereed) Published
Abstract [en]

A growing body of international research demonstrates that supportive teacher–student relationships have multiple positive educational effects. In Scandinavia, the concept of relational competence is increasingly used to define the teacher’s ability to develop ‘good’ relationships. The overall purpose of this article is to contribute to the field by adopting an interactionist perspective. Drawing chiefly on T. Shibutani, but also on G.H. Mead and T. Scheff, the article aims to: (i) examine how the teacher–student relationship is constructed through nonverbal communication and (ii) discuss the implications regarding teachers’ relational competence in situated teaching. A detailed transcript of a classroom episode is interpreted and analysed using Shibutani’s concepts. The analysis reveals two parallel relational matrices, one ‘conventional’ and the other ‘interpersonal’. In the concluding section, it is argued that the relationship between the two matrices plays an important role in understanding teachers’ relational competence: the relationally competent teacher takes responsibility for his/her own actions, both as an educator in a conventional system and as a fellow being in an interpersonal system. Expressed differently, relational incompetence means overemphasizing one system at the expense of the other.

Keywords
Teacher–student relationship, nonverbal communication, teachers’ relational competence, interactionist approach, Shibutani
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-16552 (URN)10.1080/19463014.2016.1271991 (DOI)000396625200005 ()
Projects
LÄRK-projektet
Available from: 2017-02-20 Created: 2017-02-20 Last updated: 2017-11-13Bibliographically approved
Aspelin, J. (2016). Ett tvådimensionellt perspektiv på lärares relationskompetens. In: : . Paper presented at Nordisk relationell pedagogik (NORP), Stockholm 17-18/3, 2016.
Open this publication in new window or tab >>Ett tvådimensionellt perspektiv på lärares relationskompetens
2016 (Swedish)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [sv]

Forskning om lärares relationskompetens/relationella professionalism kan ses som ett delområde inom forskningsområdet relationell pedagogik. Det är under stadig tillväxt, synligt inte minst i Skandinavien (se t.ex. Juul & Jensen, 2003; Fibaek Laursen 2004; Aspelin, 2005; Holmgren, 2007; Sandvik, 2008; Nordenbo m.fl., 2008; Frelin 2010; Andrén, 2012; Herskind, Fibaek Laursen & Nielsen, 2014; Jensen, Bengaard Skibsted & Vedsgaard Christensen, 2015; Klinge, 2016 u.p.). Forskningens inflytande avspeglas i policydokument för lärarutbildningar, kanske särskilt tydligt i Danmark. Empiriska forskare och teoretiker har lagt in olika innebörder i begreppet men, som Herskind m.fl. (2014) framhåller, råder det tämligen god överensstämmelse om dess allmänna innebörd: lärares relationskompetens rör förmågan att samarbeta med- och forma relationer till elever samt möta elever i en autentisk och professionell kontakt. Det finns emellertid, som Jensen m.fl. (2015) konstaterar, ”need for a more adequate and precise theoretical starting point for studies in this field” (s. 203). Syftet med föreliggande presentation och artikel (Aspelin, 2016, u.p.) är att föreslå en relationsfilosofisk tolkningsram utifrån vilken grundläggande innebörder i begreppet lärares relationskompetens kan förstås. Stöd tas i Martin Bubers (1990) distinktion mellan ”det sociala” och ”det mellanmänskliga”. Utifrån den kan vi, menar jag, föreställa oss två former av relationskompetens; en där läraren med olika medel hanterar eller arbetar med sociala relationer (till elever och grupper av elever, mellan elever och mellan elev och lärandeobjekt) och en där läraren vänder sig till eleven som ”just denna bestämda andre” (Buber, 1990, s. 26) och där ett mellanmänskligt möte initieras. Formerna kan benämnas ”förhållningssätt till relationer” respektive ”förhållningssätt i relationer”, men även en rad andra teoretiska koncept, såsom ”punktuellt perspektiv” – ”relationellt perspektiv” (von Wright, 2000; 2006) och ”pedagogiskt tillvägagångssätt” – ”pedagogiskt möte” (Aspelin & Persson, 2012) kan aktualiseras. I slutet av presentationen förs Johan Asplunds (1991) begrepp ”fixeringsbild” fram, vilket antyder en riktning för hur tolkningsramen kan användas i empiriska studier.

Keywords
Relational pedagogy, relational competence, teacher professionalism, teacher-student relationship, Martin Buber, “the social”, “the interhuman”
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-15379 (URN)
Conference
Nordisk relationell pedagogik (NORP), Stockholm 17-18/3, 2016
Available from: 2016-04-07 Created: 2016-04-07 Last updated: 2016-04-15Bibliographically approved
Aspelin, J. & Mattisson, J. (2016). Liten handbok i akademiskt skrivande. Kristianstad
Open this publication in new window or tab >>Liten handbok i akademiskt skrivande
2016 (Swedish)Other (Other (popular science, discussion, etc.))
Place, publisher, year, pages
Kristianstad: , 2016
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-16037 (URN)
Available from: 2016-09-16 Created: 2016-09-16 Last updated: 2016-09-28Bibliographically approved
Aspelin, J. (2016). Om den pedagogiska relationens gränser: relationskompetens i gränslandet mellan närhet och distans. Nordisk tidskrift för allmän didaktik (NoAD), 2(1), 3-13
Open this publication in new window or tab >>Om den pedagogiska relationens gränser: relationskompetens i gränslandet mellan närhet och distans
2016 (Swedish)In: Nordisk tidskrift för allmän didaktik (NoAD), ISSN 2002-1534, Vol. 2, no 1, p. 3-13Article in journal (Refereed) Published
Abstract [en]

A growing body of research reveals that a supportive, positive teacher-student relationship isan important element of successful education. From a Nordic perspective, a lot of researchhas explored teachers´ relational competence as a central part of teacher professionalism.The discourse focuses on the concept of relationship, and thereby also on the quality ofcloseness, i.e. on a close connection between teacher and student. This article aims at contributingto the field by conceptualizing relational competence in terms of both closenessand distance. The discussion is supported by three theories, Martin Buber´s, ThomasZiehe´s and Gert Biesta´s, in which the relationship between the two poles is problematizedand elucidated. The article proposes that relational competence should be located in the interfacebetween closeness and distance, i.e. that it is rather is about developing a well differentiated-than a close relationship to the student.

Keywords
Relational pedagogy, relational competence, Buber, Ziehe, Biesta, differentiation
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-16285 (URN)
Available from: 2016-12-02 Created: 2016-12-02 Last updated: 2017-09-06Bibliographically approved
Aspelin, J. (2016). Pedagogisk omsorg. In: Bim Riddersporre & Barbro Bruce (Ed.), Omsorg i en förskola på vetenskaplig grund: (pp. 49-66). Stockholm: Natur och kultur
Open this publication in new window or tab >>Pedagogisk omsorg
2016 (Swedish)In: Omsorg i en förskola på vetenskaplig grund / [ed] Bim Riddersporre & Barbro Bruce, Stockholm: Natur och kultur, 2016, p. 49-66Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2016
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-16027 (URN)9789127147072 (ISBN)
Available from: 2016-09-15 Created: 2016-09-15 Last updated: 2016-09-19Bibliographically approved
Aspelin, J. (2016). Relational pedagogy and teachers´relational competence. In: : . Paper presented at Keynote conference "Relational Competences in Education". September 22, 2016. Aarhus Universitet, Denmark.
Open this publication in new window or tab >>Relational pedagogy and teachers´relational competence
2016 (English)Conference paper, Oral presentation only (Other academic)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-16181 (URN)
Conference
Keynote conference "Relational Competences in Education". September 22, 2016. Aarhus Universitet, Denmark
Projects
LÄRK-projektet
Available from: 2016-10-19 Created: 2016-10-19 Last updated: 2016-10-20Bibliographically approved
Aspelin, J. (2016). Vad är relationell pedagogik?. In: : . Paper presented at Konferens och nätverksträff Nordisk relationell pedagogik (NORP), Stockholm 17-18/3 2016.
Open this publication in new window or tab >>Vad är relationell pedagogik?
2016 (Swedish)Conference paper, Oral presentation only (Other academic)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-15378 (URN)
Conference
Konferens och nätverksträff Nordisk relationell pedagogik (NORP), Stockholm 17-18/3 2016
Note

Keynote-presentation.

Available from: 2016-04-07 Created: 2016-04-07 Last updated: 2016-09-29Bibliographically approved
Aspelin, J. (2015). Creative relationships: a basic concept within entrepreneurship education?. International Review of Entrepreneurship, 13(4), 254-268
Open this publication in new window or tab >>Creative relationships: a basic concept within entrepreneurship education?
2015 (English)In: International Review of Entrepreneurship, ISSN 2009-2822, Vol. 13, no 4, p. 254-268Article in journal (Refereed) Published
Abstract [en]

This article outlines a concept termed “creative relationships” which ultimately could be used as basic concept and discursive tool in entrepreneurship education. A specifying distinction between “creative co-operation” and “creative co-existence” is also tentatively introduced, and it is argued that both these aspects need to be recognized in the discourse. The concept “creative relationships” is built on a review and an analysis of three distinct relational conceptions of creativity; Hannah Arendt’s, Kenneth Gergen’s and Martin Buber’s. A main point of the analysis is that the concept of creativity, as well as its broader counterpart, entrepreneurship, is not comprehensible without recognizing its relational context. At the end of the article, the outlined concept is applied to the question of curriculum development in entrepreneurship education.

Keywords
Entrepreneurship education; creativity; relationship; creative relationships; Gergen, Arendt; Buber
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-15123 (URN)
Available from: 2015-12-16 Created: 2015-12-16 Last updated: 2015-12-21Bibliographically approved
Aspelin, J. (2015). Differentiation competence in teaching, illustrated by an episode from a fictional film: on regulating closeness and distance in the teacher–student relationship. Education Sciences and Psychology, 37(15)
Open this publication in new window or tab >>Differentiation competence in teaching, illustrated by an episode from a fictional film: on regulating closeness and distance in the teacher–student relationship
2015 (English)In: Education Sciences and Psychology, ISSN 1512-1801, E-ISSN 1512-1801, Vol. 37, no 15Article in journal (Refereed) Published
Abstract [en]

Relational competence has proven to be an important component in teacher professionalism. The overall purpose of this article is to adopt a social psychological perspective and discuss aspects of teachers’ relational competence. More specifically, the article aims to construct a theoretical concept for understanding the aspects of relational competence that concern regulating closeness and distance in the teacher-student relationship. In the concluding section, the result is presented in terms of “differentiation competence”. This concept labels a communication pattern characterized by fine-tuned regulation of closeness and distance in the teacher–student relationship and by ongoing coordination of verbal and nonverbal behavior. The emerging concept is illustrated by verbal and nonverbal communication in a classroom setting as portrayed in an episode from a fictional film, including detailed transcription, and interpretation.

Keywords
Relational competence, nonverbal communication, teacher-student relationship, differentiation competence, teacher professionalism
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-15796 (URN)
Available from: 2016-08-26 Created: 2016-08-26 Last updated: 2017-11-28Bibliographically approved
Aspelin, J. (2015). Inga prestationer utan relationer: studier för pedagogisk socialpsykologi. Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Inga prestationer utan relationer: studier för pedagogisk socialpsykologi
2015 (Swedish)Book (Other academic)
Abstract [sv]

I den samtida skoldebatten framgår det tydligt att vi lever i ett prestationssamhälle. Med prestation avses då enskilda individers resultat på standardiserade kunskapstest. I den här boken presenteras ett alternativt synsätt, där prestationer blir inslag i relationsprocesser. Bokens titel ”Inga prestationer utan relationer” fångar in en av dess huvudidéer.

Här fortsätter Jonas Aspelin att utveckla det synsätt på utbildning som han benämner ”relationell pedagogik”. Han talar även om ”pedagogisk socialpsykologi” och ser sina studier som bidrag till en sådan tänkt subdisciplin inom pedagogiken.

I bokens olika kapitel behandlas diverse aktuella utbildningsfrågor, exempelvis vad meningen med utbildning är, vad som karakteriserar ordning i undervisningen, hur lärare kan kommunicera med sina elever så att fruktbar åtskillnad uppstår dem emellan samt vad konceptet ”kreativa relationer” kan betyda inom entreprenörskapspedagogik.

Boken riktas till lärarstudenter, verksamma lärare samt studerande i  utbildningsvetenskap och pedagogik.

Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2015. p. 133
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-13220 (URN)9789140688453 (ISBN)
Available from: 2014-11-21 Created: 2014-11-21 Last updated: 2015-06-29Bibliographically approved
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