An Adult Attachment Perspective on the Student-Teacher Relationship & Classroom Management Difficulties

Autor/in	Riley, Philip
Titel	An Adult Attachment Perspective on the Student-Teacher Relationship & Classroom Management Difficulties
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 25 (2009) 5, S.626-635 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2008.11.018
Schlagwörter	Classroom Techniques; Elementary School Teachers; Secondary School Teachers; Teacher Student Relationship; Student Attitudes; Attachment Behavior; Preservice Teachers; Questionnaires; Age Differences; Gender Differences; Teacher Education + Suchen Sie Ihr Suchwort? Klassenführung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Attachment; Bindungsverhalten; Fragebogen; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Lehrerausbildung; Lehrerbildung
Abstract	To maintain a professional identity, teachers are to some degree dependent on their student's mental representations of, and interactions with, them. This affords students' relational power over teachers possibly invoking a unique form of attachment dependence and responding in some teachers. Data reported in this paper were drawn from a larger research project which asked 11 questions about the nature of the teacher-student relationship. The attachment styles of 291 pre-service and experienced elementary and secondary school teachers were examined using the Experience in Close Relationships Questionnaire (ECR). Significant differences were found for teacher type (elementary versus secondary), experience, age and gender. Implications for classroom relationships, management and teacher education are discussed. (Contains 2 figures and 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10