Attachment Theory and the Teacher-Student Relationship

A Practical Guide for Teachers, Teacher Educators and School Leaders
1. Auflage 2010
ISBN: 978-0-415-56262-1
Verlag: Routledge

Buch, Englisch, 200 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 313 g

How teachers form and maintain classroom and staffroom relationships is crucial to the success of their work. A teacher who is able to accurately interpret the underlying relationship processes can learn to proactively, rather than reactively, influence the dynamics of any class. These are skills that can be taught. This invaluable text explains how adult attachment theory offers new ways to examine professional teaching relationships, classroom management and collegial harmony: equally important information for school leaders, teacher mentors and proteges.

Attachment Theory and the Teacher-Student Relationship addresses three significant gaps in the current literature on classroom management:

- the effects of teachers’ attachment style on the formation and maintenance of classroom and staffroom relationships

- the importance of attachment processes in scaffolding teachers’ and students emotional responses to daily educational tasks

- the degree of influence these factors have on teachers’ classroom behaviour, particularly management of student behaviour.

Based on recent developments in adult attachment theory, this book highlights the key aspects of teacher-student relationships that teachers and teacher educators should know. As such, it will be of great interest to educational researchers, teacher educators, students and training teachers.

Autoren/Hrsg.

Riley, Philip

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie

Inhaltsverzeichnis

@contents: Foreword Section I: Attachment Theory 1. Attachment Theory and the Classroom 2. Adult Attachment Theory & the Teacher-Student Relationship 3. The Emotionality of Teaching Section II: Researching Teachers’ Attachments 4. Does Time in the Classroom Effect Attachment Style? 5. Contextual Insight-Navigated Discussion 6. CIND Mentoring: Supporting Transitions & Early Career Retentions 7. The Implications of New Knowledge: Old Wine in New Bottles? 8 Further into Attachment Theory References and Selected Bibliography Index

Über Autor(innen)

Philip Riley is Senior Lecturer in the Faculty of Education, Monash University, Australia. He is also a registered psychologist and an experienced teacher at both primary and secondary level.