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Developing and Maintaining the Teacher-Student Relationship in One to One Alternative Provision: The Tutor's Experience

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Title: Developing and Maintaining the Teacher-Student Relationship in One to One Alternative Provision: The Tutor's Experience
Language: English
Authors: Fitzsimmons, Wendy, Trigg, Richard, Premkumar, Preethi
Source: Educational Review. 2021 73(4):399-416.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Descriptors: Teacher Student Relationship, Tutors, Teaching Experience, Nontraditional Education, Learner Engagement, Attachment Behavior, Teacher Attitudes, Caring, Mental Health
DOI: 10.1080/00131911.2019.1653265
ISSN: 0013-1911
Abstract: This study explores and illuminates tutors' experiences of their teacher-student relationships within one-to-one alternative provision. A positive teacher-student relationship is crucial in enabling students who have been excluded from school, or are at risk of exclusion, to have positive outcomes. Yet, teachers have struggled with the emotional demands of relating to pupils with such challenging behaviour. Interpretative phenomenological analysis (IPA) was used to explore the lived experiences of the teacher-student relationships of six tutors teaching students on a one-to-one basis outside school premises, such as in the students' homes or local libraries/cafes, as part of a growing aspect of alternative provision. The IPA explored, through the lens of attachment theory, the experience of developing and maintaining these relationships. The study found that the teacher-student relationship was humanistic in nature and fundamental to student engagement in learning. However, tutors did not feel they always had the right skills or support to develop or maintain these relationships. We conclude that an understanding of attachment theory and psychodynamic concepts, together with the availability of reflective supervision, could help tutors optimise their work.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1303095
Database: ERIC
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  Data: Developing and Maintaining the Teacher-Student Relationship in One to One Alternative Provision: The Tutor's Experience
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  Data: <searchLink fieldCode="AR" term="%22Fitzsimmons%2C+Wendy%22">Fitzsimmons, Wendy</searchLink><br /><searchLink fieldCode="AR" term="%22Trigg%2C+Richard%22">Trigg, Richard</searchLink><br /><searchLink fieldCode="AR" term="%22Premkumar%2C+Preethi%22">Premkumar, Preethi</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Review%22"><i>Educational Review</i></searchLink>. 2021 73(4):399-416.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: This study explores and illuminates tutors' experiences of their teacher-student relationships within one-to-one alternative provision. A positive teacher-student relationship is crucial in enabling students who have been excluded from school, or are at risk of exclusion, to have positive outcomes. Yet, teachers have struggled with the emotional demands of relating to pupils with such challenging behaviour. Interpretative phenomenological analysis (IPA) was used to explore the lived experiences of the teacher-student relationships of six tutors teaching students on a one-to-one basis outside school premises, such as in the students' homes or local libraries/cafes, as part of a growing aspect of alternative provision. The IPA explored, through the lens of attachment theory, the experience of developing and maintaining these relationships. The study found that the teacher-student relationship was humanistic in nature and fundamental to student engagement in learning. However, tutors did not feel they always had the right skills or support to develop or maintain these relationships. We conclude that an understanding of attachment theory and psychodynamic concepts, together with the availability of reflective supervision, could help tutors optimise their work.
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      – SubjectFull: Attachment Behavior
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Caring
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      – SubjectFull: Mental Health
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