How is it that some teachers have just agot ita? They walk into a room and the atmosphere changes. They get through to students in a way that no-one else can. The author has sought answers to this question by observing and interviewing teachers from preschool to upper secondary school levels. Having intensively studied the highly influential but underestimated relational dimension of teaching, her contention is that these teachers successfully use relational practices to build educational relationships with their students and educational communities among them. Moreover, she finds that what may come across as a teacheras personal traits is actually a sensible professional approach. These teachers havenat agot ita - they aget ita. This book explains how teachers carry out their relational practices, and contains an abundance of everyday examples from all stages of education. The deep theoretical reasoning departs from these examples to create a compelling argument for a teacheras relational professionality that is possible to learn and teach. New relational perspectives and concepts are introduced for the purpose of facilitating professional conversations about the profound dimension of relationships in education.Adriana#39;s students had a very good time and laughed a lot when they were dramatizing the digestive system together. ... Both Anna and Cessa arranged for evening activities at school that provided their students with positive common experiences. ... by engaging adults and children from different families in the community in playing board games, having coffee and lemonade and just being together.
|Title||:||Exploring Relational Professionalism in Schools|
|Publisher||:||Springer Science & Business Media - 2013-06-13|