De docent en het sociale klimaat in de klas: Een exploratieve studie naar verschillende aspecten van docent-leerling relaties

Abstract

Student perceptions of the teacher-student relationship - measured with the Questionnaire on Teacher Interaction (QTI) - are frequently used in teacher education and professional development programs. We explored the additional information of other indicators for the quality of the teacher-student relationship to improve the classroom social climate. We used interviews with four early-career teachers and observations of their lessons to study their interpersonal identity standard, self-schemas about individual relationships, appraisals of a lesson start and their realtime behaviour. Results showed that the other indicators provide additional information to student perceptions. This has consequences for teacher education and professional development programs.