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Key Indicator Taxonomy of relational teaching

JOURNAL OF EDUCATION FOR teaching 2023年第5期49卷 785-797页

作者： Ljungblad, Ann-Louise Gothenburg Univ Dept Educ & Special Educ Gothenburg Sweden

How teachers relate to their students when they teach can contribute to a deeper and more coherent relational understanding of teaching as an interpersonal profession. This article presents a key indicators' taxonomy of relational teaching. Within the theoretical perspective of teaching called Pedagogical relational Teachership a taxonomy to inquiry the relational dimension of the teaching profession is developed. The concept of relational teaching is categorised into a model under the themes of Tact and Stance and then further organised into six smaller units. These six relational key indicators can be used by empirical researchers to capture and illuminate the ongoing relational processes between teachers and students on a micro-level, as well as support pre-service and in-service teachers to create sustainable and trustful relationships with their students. Finally, the article discusses how this nuanced taxonomy can be applied in practice and research to cultivate the relational proficiencies of teachers in the twenty-first century.

关键词： relational teaching taxonomy key indicator trustful teacher-student relationship relational pedagogy

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relational teaching in Mental Health Education: A 20-Year Narrative Review

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JOURNAL OF MARITAL AND FAMILY THERAPY 2025年第2期51卷 e70010页

作者： Shearer, Kelly Duggan Lister, Zephon D. Point Loma Nazarene Univ Clin Counseling Dept San Diego CA 92123 USA Loma Linda Univ Dept Counseling & Family Sci Loma Linda CA 92354 USA

relational teaching emphasizes the development of the student in the context of the teacher-student relationship. Given that the field of marriage and family therapy (MFT) emphasizes relationships as central to the discipline, relational teaching practices provide an approach for MFT educators to train relationally attuned, socially just clinicians. We conducted a narrative review of published research from 2003 to 2023 on the conceptualization and application of a relational teaching framework in mental health clinical education programs. After screening, a total of 25 articles were identified for analysis. Four themes were identified within the literature: (1) using isomorphism to teach relational skills, (2) addressing power, (3) course application, and (4) obstacles to implementation. The findings of this study suggest that applying a relational framework to MFT education capitalizes on systemic concepts of isomorphism and social justice, conceptualizing the teacher-student relationship as a means to train students in relational processes that are essential in therapeutic relationships.

关键词： isomorphism mental health education MFT education relational pedagogy relational teaching social-justice teacher-student relationship

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teaching about vulnerability and love in social work: lessons and reflections from two academics

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SOCIAL WORK EDUCATION 2023年第3期42卷 388-403页

作者： Gatwiri, Kathomi Ife, Jim Southern Cross Univ Ctr Children & Young People Fac Hlth Gold Coast Qld Australia

teaching vulnerably, and doing so in a way that 'talks back' to the dominant 'banking model' and the neoliberal forces that have entered the classroom where everything is evaluated through flawed metrics such as Student Evaluations of teaching (SETs), is to take an enormous personal and professional risk. This paper is written as a critical collaborative autoethnographic reflective dialogue between two social work academics who embody diametrically opposed academic and life experiences. Contextualised within the space and place of the social work classroom, we offer stories and dialogue of our theoretical reflections of engaging with the concepts of love and vulnerability in our classrooms. Our narratives weave together an embodied vulnerability pedagogy, our processes of learning and our arrival at this place where we interrogate how vulnerability is taught, understood and experienced in social work education as part of our commitment to produce decolonised ways of teaching in social work.

关键词： teaching pedagogies Ubuntu relational teaching vulnerability Australia Australia reflective learning social work love

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Human Formation in the Age of Automation

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New Directions for teaching and Learning 2025年第0期

作者： Adamson, Christopher Center for Excellence in Learning and Teaching Saint Mary's University of Minnesota Winona MN United States

This chapter responds to the recent crisis surrounding developments in large language models (LLMs) and generative AI with a relational view of education informed by the emerging world-centered approach to education and a synthesis of personalist character formation with feminist care ethics. It proposes that the instinct to manage student use of generative AI with carceral practices, characterized by surveillance and control, undermines the project of forming students as whole persons who can evaluate and use or reject emerging technologies in a mature way. The chapter concludes with practical suggestions for the classroom that can be aligned with institutional strategic plans. © 2025 Wiley Periodicals LLC.

关键词： educational uses of generative artificial intelligence feminist care ethics human formation personalism relational teaching world-centered education

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Fair and Square? An Examination of Classroom Justice and relational teaching Messages

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COMMUNICATION EDUCATION 2013年第4期62卷 333-351页

作者： Young, Laura Horan, Sean Frisby, Brandi Univ Kentucky Coll Commun & Informat Lexington KY 40506 USA Depaul Univ Coll Commun Chicago IL 60604 USA

Students and instructors acknowledge the importance of the instructor-student relationship in the classroom. Despite the importance of the instructor-student interpersonal relationship, there can also be unexpected or undesirable outcomes associated with relational teaching. Using the theoretical framework of leader-member exchange, we explored relational teaching messages to understand how they may relate positively or negatively to student perceptions of classroom justice. Participants (N = 124) completed measures about relational communication strategies (i.e., rapport, confirmation, and affinity-seeking) and classroom justice (i.e., procedural, interactional, and distributive). Results indicate the enjoyable interaction dimension of rapport positively predicted perceptions of all three types of justice. The response to questions dimension of confirmation positively predicted perceptions of procedural and interactional justice.

关键词： Affinity-Seeking Classroom Justice Confirmation Rapport relational teaching

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Ideology and Identity Among White Male Teachers in an All-Black, All-Male High School

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AMERICAN EDUCATIONAL RESEARCH JOURNAL 2020年第1期57卷 440-470页

作者： Rogers, Leoandra Onnie Brooms, Derrick R. Northwestern Univ Dept Psychol 2029 Sheridan Rd Evanston IL 60208 USA Northwestern Univ Sch Educ & Social Policy 2029 Sheridan Rd Evanston IL 60208 USA Univ Cincinnati Sociol & Africana Studies Cincinnati OH 45221 USA

National data trends underscore the "problem" of Black male achievement. Beneath the causes and consequences are the ideologies used to frame the problem and its solutions. The ideology of meritocracy is routinely employed to rationalize educational disparities. This article examined how White male teachers, in a charter school designed to promote academic success among Black boys, made sense of boys' academic achievement patterns. Interview analysis revealed the persistence of meritocracy, as teachers (a) located the problem within Black boys' identities;(b) constructed race, masculinity, and social class as barriers to students' academic success and teachers' effectiveness;and (c) positioned themselves relationally away from their students and the problem itself. We discuss implications for the academic development of Black boys.

关键词： identity ideologies intersectionality Black males relational teaching

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What Does It Mean to Say Coaching Is relational?

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JOURNAL OF LITERACY RESEARCH 2020年第1期52卷 55-78页

作者： Robertson, Dana A. Padesky, Lauren Breckenridge Ford-Connors, Evelyn Paratore, Jeanne R. Univ Wyoming Laramie WY 82071 USA Boston Univ Boston MA 02215 USA

This metasynthesis presents the collective findings based on a small corpus of studies (n = 28) that examined literacy coaching in elementary and secondary settings from a relational perspective. We frame our analysis using Lysaker's notions of relational teaching and theorize that, like classroom teaching, powerful literacy coaching is grounded in dialogic, co-constructive interactions in which the coach and teacher jointly develop new knowledge and skills. Our analysis indicates that the realization of co-construction may be influenced by differential patterns related to positioning and dispositions toward coaching: (a) knowledge flow, (b) distributed expertise, and (c) vulnerability. To explicate these patterns, we present evidence of opportunities that enhanced co-construction and obstacles that reduced co-construction. We conclude by discussing how coaches and teachers can develop reciprocity in coach-teacher relationships and move toward more relational coaching approaches. Finally, we provide directions for future research.

关键词： literacy coaching relational coaching relational teaching coaching effectiveness metasynthesis

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The use of self and reflective practice in relational teaching and adult learning: a social work perspective

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REFLECTIVE PRACTICE 2012年第1期13卷 55-63页

作者： Wang, Donna Long Isl Univ Sch Hlth Profess Dept Social Work Brooklyn Campus Brooklyn NY 11201 USA

This article explores the relationship between reflective practice and relational teaching as a basis for a teaching philosophy for adult learners. Concepts such as countertransference, authenticity and use of self are highlighted as essential for effective teaching in the twenty-first century. These concepts, along with adult learning theories, are integrated into a teaching philosophy that aims to maximize teacher effectiveness and awareness as well as student learning.

关键词： reflective practice relational teaching countertransference authenticity teaching philosophy

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relational teaching: A View of relational teaching in Social Work Education

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Journal of teaching in Social Work 2002年第1-2期22卷 33-48页

作者： Edwards, Janice Berry Richards, Aleta Virginia Commonwealth University Arlington VA 22201 3330 Washington Boulevard. Office # 400-GG United States

This article proposes the application of relational/Cultural theory to social work education, in response to the authors' concern that the process of social work education has become too individualistic. The article points to the need to move beyond theoretical constructs which emphasize the development of the self to theoretical frameworks that stress the development of the self-with-others. The authors suggest that relational/Cultural theory, as developed by Jean Baker Miller, provides the conceptual framework needed in social work practice and teaching. The major components of relational/Cultural theory, mutual engagement, mutual empathy, and mutual empowerment, are essential in the development of client-worker relationships. The authors contend that these components are equally important in the student-teacher relationship, and present a reconceptualization of social work education: relational teaching. © 2002 by The Haworth Press, Inc. All rights reserved.

关键词： relational teaching relational/Cultural theory teaching

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