Work

Warm and demanding teacher practices reviewed from an interpersonal perspective: A qualitative synthesis of urban classroom management

Year: 2024

Type: article

Abstract: In this qualitative literature study, warm demander pedagogy was examined by mapping interpersonal behavior and relationships with the Interpersonal Circle – Teacher (IPC-T). Nine empirical case studies were coded on two IPC-T dimensions: agency and communion. High levels of agency and communion frequently occurred within both daily moment-to-moment interactions and general teacher-student relationships. However, warm demanders' daily interactions were also often coded low on communion. We conclude that the caring relationship that warm demanders developed with their students, means they can afford to be insistent on norms about students’ behavior and academic achievements in daily interactions without relational consequences. • We mapped representations of warm demanders' behavior and relationships using the Interpersonal Circle. • Agency and communion differed between moment-to-moment and relationship timescales. • During daily interactions lower and higher levels of communion co-occur. • Low communion teacher behaviors do not contradict Culturally Responsive Teaching.

Source: Teaching and Teacher Education

DOI: 10.1016/j.tate.2024.104898

Authors: Simone Polderdijk, Lotte F. Henrichs, Jan van Tartwijk

Institution: Utrecht University

Language: English

Topic: Teacher Education and Leadership Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $2,770