Examining teacher perspective of relational pedagogy in the middle school classroom

• Online Access: http://hdl.handle.net/2047/D20317928

A teacher that applies the theory and practice of relational pedagogy can provide the optimal learning environment that meets the instructional and emotional needs of the 21st century learner. Therefore, the purpose of this instrumental case study was to examine teacher understanding and practice of relational pedagogy in the middle school classroom. More specifically this study aimed to understand how goal orientation, teacher disposition, and teacher support play a role in fostering a positive classroom climate. Data was collected through classroom observations, one-on-one interviews with key stakeholders, and focus groups with teachers. An observation rubric was utilized to collect data on the observable practices of care theory and relational pedagogy. The questions during the interviews and focus groups aimed to explore the learning experiences of the participants and how that reflected their educational philosophy in the middle school classroom. More specifically, the purpose of the line of questioning was to gain an understanding of what is important to the participants when developing classroom climate and how this understanding may reflect the practices of relational pedagogy. The researcher concluded that building relationships with students was a priority for teachers when building a positive classroom climate. The teachers and other stakeholders' educational philosophies were closely aligned with Nodding's (2005) Ethics of care theory. A secondary finding showed that teachers educational philosophies did not emulate all the components of relational pedagogy. The missing components were a student-centered approach that allows students take ownership of the construction of knowledge and learning experiences that relate to the student (Brownlee, 2004). These findings indicated a need for professional development and coursework development that interweaves instructional and emotional approaches for effectively teaching the 21st century learner.