Practitioner Review: Dyadic teacher-child relationships: comparing theories, empirical evidence and implications for practice / Jantine L. SPILT in Journal of Child Psychology and Psychiatry, 63-7 (July 2022)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 63-7 (July 2022) . - p.724-733 Titre : Practitioner Review: Dyadic teacher-child relationships: comparing theories, empirical evidence and implications for practice Type de document : Texte imprimé et/ou numérique Auteurs : Jantine L. SPILT, Auteur ; Karine VERSCHUEREN, Auteur ; Mirella B. W. M. VAN MINDERHOUT, Auteur ; Helma M. Y. KOOMEN, Auteur Article en page(s) : p.724-733 Langues : Anglais (eng) Mots-clés : Communication  Educational Personnel  Educational Status  Family  Humans  Interpersonal Relations  assessment  intervention  teacher-child relationships  theoretical review Index. décimale : PER Périodiques Résumé : BACKGROUND: Research on dyadic teacher-child relationships has grown rapidly. However, a review of relevant theories and its implications for assessment and intervention has been lacking so far. METHODS: A selective review of theories, empirical evidence and interventions was conducted. RESULTS AND CONCLUSIONS: Different theories highlight distinct aspects of teacher-child relationships and have different implications for assessment and intervention. The attachment perspective on dyadic teacher-child relationships is most widely applied in psychological research. Also relatively well-known is self-determination theory. However, the interpersonal theory, though widely applied in educational research to teacher-class interactions, has been largely overlooked in research on dyadic teacher-child relationships. The overarching dyadic systems perspective, providing insight in the dynamic interplay between different aspects of teacher-child relationships, also deserves more attention. Recommendations to improve teacher-child relationships address the need for teacher sensitivity, relationship-based communication and flexibility in interpersonal behaviour in everyday teaching. En ligne : http://dx.doi.org/10.1111/jcpp.13573 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 [article] Practitioner Review: Dyadic teacher-child relationships: comparing theories, empirical evidence and implications for practice [Texte imprimé et/ou numérique] / Jantine L. SPILT, Auteur ; Karine VERSCHUEREN, Auteur ; Mirella B. W. M. VAN MINDERHOUT, Auteur ; Helma M. Y. KOOMEN, Auteur . - p.724-733. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 63-7 (July 2022) . - p.724-733 Mots-clés : Communication  Educational Personnel  Educational Status  Family  Humans  Interpersonal Relations  assessment  intervention  teacher-child relationships  theoretical review Index. décimale : PER Périodiques Résumé : BACKGROUND: Research on dyadic teacher-child relationships has grown rapidly. However, a review of relevant theories and its implications for assessment and intervention has been lacking so far. METHODS: A selective review of theories, empirical evidence and interventions was conducted. RESULTS AND CONCLUSIONS: Different theories highlight distinct aspects of teacher-child relationships and have different implications for assessment and intervention. The attachment perspective on dyadic teacher-child relationships is most widely applied in psychological research. Also relatively well-known is self-determination theory. However, the interpersonal theory, though widely applied in educational research to teacher-class interactions, has been largely overlooked in research on dyadic teacher-child relationships. The overarching dyadic systems perspective, providing insight in the dynamic interplay between different aspects of teacher-child relationships, also deserves more attention. Recommendations to improve teacher-child relationships address the need for teacher sensitivity, relationship-based communication and flexibility in interpersonal behaviour in everyday teaching. En ligne : http://dx.doi.org/10.1111/jcpp.13573 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477

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