Browsing by Subject "opettaja-oppilassuhteen lämpimyys"

This study explored literature concerning about pedagogical relationship, its quality and its potential to act as a positive resource in pupil’s school path. Since school is nowadays more complex and teachers encounter different kinds of demands every day, the purpose of this research was to clarify how future teachers can face these challenges. Earlier studies have shown that a warm student-teacher relationship can be a solution to many problems, for example a pupil’s low school performance, disruptive behavior and lack of motivation. Based on these findings this study focuses on a warm student-teacher relationship and its meaning to a pupil’s life. The aim of this study is to investigate from what a warm student-teacher relationship consists of and how the teacher could contribute to the formation of this relationship. The research is a descriptive literature review by nature. Phenomena’s and terms were gathered from relevant literature, and from this material the recipe for the warm student-teacher relationship was formed. The key theories for this study were Herbart’s didactical triangle about fundamental elements of a teaching situation and Pianta’s (2001) Student-Teacher Relationship Scale (STRS) which measures the quality of pedagogical relationship. The results show how meaningful the quality of the pedagogical relationship is for the pupil’s school path, because the pedagogical relationship is much more than just a way to get an education for a child. It is a life experience which has a bigger importance than how or what the teacher teaches. Moreover, the study showed how important it is for teachers to be able to reflect and develop their own teaching. In other words, teaching is a vocation and teacher can’t just “be at work”. Finally, the recipe for a warm student-teacher relationship was constructed from five factors. This recipe included dialogical relationship, teacher’s ability to listen and be present, pedagogical love and pedagogical authority. Teachers and teacher students can utilize the results when reflecting their own pedagogigal behavior and relationships to the pupils.