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Pre-service special educators’ understandings of relational competence
Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education. Kristianstad University, Research environment Special Education (SpecPed).ORCID iD: 0000-0003-0917-6689
Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Research environment Special Education (SpecPed). Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education.ORCID iD: 0000-0001-5196-4844
Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs Education. Kristianstad University, Research Platform Collaboration for Education. (LISMA)ORCID iD: 0000-0002-3251-6082
2021 (English)In: Frontiers in Education, E-ISSN 2504-284X, Vol. 6, p. 1-12, article id 678793Article in journal (Refereed) Published
Abstract [en]

Research demonstrates that the teacher-student relationship is essential for students with special educational needs. This article investigates how pre-service special educators (n = 74) perceive teachers’ relational competence, as manifested in their relations with students exhibiting behavioral difficulties. The data comprises educators’ written analyses of teacher-student interactions simulated through digital video, both before and after being provided with explicit criteria on teachers’ relational competence. The findings reveal a change in the educators’ perceptions as they shift from a focus on teaching strategies and the learning environment toward an awareness of teacher-student interaction, and from the teacher’s management of problematic student behavior toward an acknowledgment of the communicative and socio-emotional challenges in contexts involving students with different needs.

Place, publisher, year, edition, pages
2021. Vol. 6, p. 1-12, article id 678793
Keywords [en]
Teacher-student relationship, relational competence, video-based intervention, special education teacher preparation, students with special educational needs
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hkr:diva-21879DOI: 10.3389/feduc.2021.678793ISI: 000682576300001OAI: oai:DiVA.org:hkr-21879DiVA, id: diva2:1553879
Funder
Swedish Research Council, 2018-03785Available from: 2021-05-11 Created: 2021-05-11 Last updated: 2022-09-15Bibliographically approved

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Jönsson, Anders

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Aspelin, JonasÖstlund, DanielJönsson, Anders
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Forskningsmiljön Forskning Relationell Pedagogik (FoRP)Department of Educational Sciences specializing in Primary and Secondary School, and Special Needs EducationResearch environment Special Education (SpecPed)Research environment Learning in Science and Mathematics (LISMA)Research Platform Collaboration for Education
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