With the help of semi-structured interviews relational practices are analyzed through Swedish teachers perspectives. In addition to providing possible descriptions of relational competence as a phenomenon, the study also presents the practical arguments that Swedish teachers put forward to support the multiple nature of relational competence. The reasoning that is carried out about relational techniques, past events and experiences is in part consistent with the previous research and theory that is available. In addition to these, three more relationship-building tools stand out: the mother role, humor and the Swedish subject’s content. The last mentioned, which due to its curriculum and personal aspect, is at the forefront in regard to students motivation and self-esteem for education and the flourishing of teacher-student-relationships. Furthermore the teachers reasoning is put in relation to theories of motivation concerning Aspelin's competence model, Self determination theory and Self-efficacy theory. Finally, the essay provides information on whether the Swedish teachers reasoning about relational competence is consistent with the previous research that is available.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-226000 |
| Date | January 2024 |
| Creators | Esperi, Ida |
| Publisher | Umeå universitet, Institutionen för kultur- och medievetenskaper |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0474 seconds