'It Means Everything': Special Educators' Perceptions of Relationships and Relational Competence

Autor/inn/en	Aspelin, Jonas; Östlund, Daniel; Jönsson, Anders
Titel	'It Means Everything': Special Educators' Perceptions of Relationships and Relational Competence
Quelle	In: European Journal of Special Needs Education, 36 (2021) 5, S.671-685 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aspelin, Jonas) ORCID (Östlund, Daniel) ORCID (Jönsson, Anders)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2020.1783801
Schlagwörter	Teacher Student Relationship; At Risk Students; Special Education Teachers; Interpersonal Competence; Teacher Attitudes; Foreign Countries; Preschool Education; Elementary Secondary Education; Student Interests; Trust (Psychology); Empathy; Sweden + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Interpersonale Kompetenz; Lehrerverhalten; Ausland; Pre-school education; Vorschulerziehung; Studieninteresse; Empathie; Schweden
Abstract	A compelling body of international research demonstrates that a positive, supportive teacher-student relationship is essential for students' development, especially for at-risk students. In this article, the educator's ability to build such relationships is discussed in terms of 'relational competence'. Special educators' relational competence is a largely unexplored topic. This article contributes by reporting on an interview study with 21 experienced special educators. The study focuses on the educators' perceptions of their relationships and relational competence. Two research questions (RQs) are explored: (1) What is the role of social relationships in (successful) work as a special educator? and (2) How is the relational competence of special educators realised in practice? The results are presented in themes and subthemes, and are supported by significant quotes. Regarding RQ 1, the study shows that the informants perceive positive social relationships as fundamental in their work and relational competence as particularly important in their profession. The results for RQ 2 show that relational competence is realised by an accepting attitude in the 'here and now'; by finding a personal connection to the student; and by building trusting relationships over a longer period of time. Comments on implications for special education teacher preparation are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01