{"title":"In the blink of an eye: understanding teachers’ relational competence from a micro-sociological perspective","authors":"Jonas Aspelin, Anders Eklöf","doi":"10.1080/19463014.2022.2072354","DOIUrl":null,"url":null,"abstract":"ABSTRACT A substantial body of international research argues that the teacher-student relationship is crucial for students’ academic and social-emotional learning. However, microanalytic studies of teachers’ relational competence are rare. This article aims to contribute such a study by exploring teachers’ relational competence, drawing on Erving Goffman’s concept of face-work and focussing on how a particular teacher-student relationship is constructed in an ongoing processes of interaction. The paper presents in-depth analyses of teacher-student interaction using a video-recording of a classroom episode. In the episode, the student loses face as a result of a complex series of events. The teacher, through rapid action, helps the student repair face and manages to (re-)establish a respectful interaction ritual. Overall, the teacher’s relational competence is manifested by advanced and complex face-work. Our analyses indicate that relational competence is essentially a micro-social artistry – a lightning-quick ability to interact with students in the ‘here and now’. The article also discusses the pedagogical implications of these findings, for example, that it is crucial to include face-work in teacher education and training.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Classroom Discourse","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/19463014.2022.2072354","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 2
Abstract
ABSTRACT A substantial body of international research argues that the teacher-student relationship is crucial for students’ academic and social-emotional learning. However, microanalytic studies of teachers’ relational competence are rare. This article aims to contribute such a study by exploring teachers’ relational competence, drawing on Erving Goffman’s concept of face-work and focussing on how a particular teacher-student relationship is constructed in an ongoing processes of interaction. The paper presents in-depth analyses of teacher-student interaction using a video-recording of a classroom episode. In the episode, the student loses face as a result of a complex series of events. The teacher, through rapid action, helps the student repair face and manages to (re-)establish a respectful interaction ritual. Overall, the teacher’s relational competence is manifested by advanced and complex face-work. Our analyses indicate that relational competence is essentially a micro-social artistry – a lightning-quick ability to interact with students in the ‘here and now’. The article also discusses the pedagogical implications of these findings, for example, that it is crucial to include face-work in teacher education and training.