ABSTRACT

Research suggests that supportive teacher–student relationships are a prerequisite for student development. Developing such relationships requires teachers to observe, interpret, and reflect on teacher–student interactions and on teachers’ relational competence in practice. Although teacher–student relationships are especially challenging with students with attention deficit hyperactivity disorder (ADHD), few studies have examined how these relationships develop. In this qualitative study, teachers from two Swedish elementary schools comprising one intervention (n = 33) and one control group (n = 20) completed pre- and post-tests in which they analysed videos of teacher–student interactions. We explored how the teachers understood relational competence in relation to students with ADHD before and after the video-based intervention, which included a presentation on the concept of relational competence and a model for analysing such competence. Our findings suggest that the intervention promoted teacher development regarding relational competence. Compared with the pre-test period, participants i) used more nuanced relational language, ii) substantiated their claims with concrete cues regarding interpersonal communication, and iii) adopted both teacher and student perspectives regarding the relationship. Finally, new understanding regarding relational competence was combined with knowledge regarding the importance of teacher sensitivity and responsiveness when working with students with ADHD.

摘要

研究表明，支持性的师生关系是学生发展的先决条件。发展这种关系需要教师观察、解释和反思师生互动以及教师在实践中的关系能力。尽管对于患有注意力缺陷多动障碍 (ADHD) 的学生来说，师生关系尤其具有挑战性，但很少有研究研究这些关系是如何发展的。在这项定性研究中，来自两所瑞典小学的教师（包括一个干预组（n = 33）和一个对照组（n = 20））完成了前后测试，他们在其中分析了师生互动的视频。我们探讨了教师在基于视频的干预之前和之后如何理解与 ADHD 学生相关的关系能力，其中包括对关系能力概念的介绍和分析这种能力的模型。我们的研究结果表明，干预促进了教师在关系能力方面的发展。与预测试期相比，参与者 i) 使用了更细致入微的关系语言，ii) 用关于人际交流的具体线索证实了他们的主张，以及 iii) 对这种关系采用了教师和学生的观点。最后，对关系能力的新理解与与多动症学生一起工作时教师敏感性和反应能力的重要性的知识相结合。我们的研究结果表明，干预促进了教师在关系能力方面的发展。与预测试期相比，参与者 i) 使用了更细致入微的关系语言，ii) 用关于人际交流的具体线索证实了他们的主张，以及 iii) 对这种关系采用了教师和学生的观点。最后，对关系能力的新理解与与多动症学生一起工作时教师敏感性和反应能力的重要性的知识相结合。我们的研究结果表明，干预促进了教师在关系能力方面的发展。与预测试期相比，参与者 i) 使用了更细致入微的关系语言，ii) 用关于人际交流的具体线索证实了他们的主张，以及 iii) 对这种关系采用了教师和学生的观点。最后，对关系能力的新理解与与多动症学生一起工作时教师敏感性和反应能力的重要性的知识相结合。