The ‘balancing acts’ of building positive relationships with students: secondary school teachers' perspectives in England and Spain

García Moya, Irene; Moreno Rodríguez, María del Carmen; Brooks, Fiona

doi:10.1016/j.tate.2019.102883

Artículo

dc.creator	García Moya, Irene	es
dc.creator	Moreno Rodríguez, María del Carmen	es
dc.creator	Brooks, Fiona	es
dc.date.accessioned	2023-11-16T10:16:02Z
dc.date.available	2023-11-16T10:16:02Z
dc.date.issued	2019
dc.identifier.citation	García Moya, I., Moreno Rodríguez, M.d.C. y Brooks, F. (2019). The ‘balancing acts’ of building positive relationships with students: secondary school teachers' perspectives in England and Spain. Teaching and Teacher Education, 86, 102883. https://doi.org/10.1016/j.tate.2019.102883.
dc.identifier.issn	0742-051X	es
dc.identifier.uri	https://hdl.handle.net/11441/150774
dc.description.abstract	This qualitative study explores teachers' views on the salience of relationships with students in their professional roles, and the benefits and potential tensions associated with relationship building. Thematic analyses of semi-structured interviews conducted in England and Spain with 20 secondary school teachers show an ambiguous status of relationship building, with diverse views on its centrality in teachers' professional roles. Teachers also describe the complex balancing acts they perform in relationships with students and express difficulties and uncertainties around well-being, authority, and student behaviour	es
dc.description.sponsorship	Ministerio de Ciencia, Innovación y Universidades RYC-2017-21626	es
dc.description.sponsorship	Fundación La Caixa LCF/BQ/LR18/11640009	es
dc.description.sponsorship	European Union's Horizon 2020 657482	es
dc.format	application/pdf	es
dc.format.extent	11 p.	es
dc.language.iso	eng	es
dc.publisher	Elsevier	es
dc.relation.ispartof	Teaching and Teacher Education, 86, 102883.
dc.rights	Attribution-NonCommercial-NoDerivatives 4.0 Internacional	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	*
dc.subject	Teacher-student relationship	es
dc.subject	Teacher role	es
dc.subject	Secondary schools	es
dc.subject	Qualitative research	es
dc.subject	Teachers' perspectives	es
dc.title	The ‘balancing acts’ of building positive relationships with students: secondary school teachers' perspectives in England and Spain	es
dc.type	info:eu-repo/semantics/article	es
dcterms.identifier	https://ror.org/03yxnpp24
dc.type.version	info:eu-repo/semantics/publishedVersion	es
dc.rights.accessRights	info:eu-repo/semantics/openAccess	es
dc.contributor.affiliation	Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación	es
dc.relation.projectID	RYC-2017-21626	es
dc.relation.projectID	LCF/BQ/LR18/11640009	es
dc.relation.projectID	657482	es
dc.relation.publisherversion	https://www.sciencedirect.com/science/article/pii/S0742051X19300162?via%3Dihub	es
dc.identifier.doi	10.1016/j.tate.2019.102883	es
dc.journaltitle	Teaching and Teacher Education	es
dc.publication.volumen	86	es
dc.publication.initialPage	102883	es
dc.contributor.funder	Ministerio de Ciencia, Innovación y Universidades	es
dc.contributor.funder	Fundación La Caixa	es
dc.contributor.funder	European Union's Horizon 2020	es
dc.description.awardwinning	Premio Trimestral Publicación Científica Destacada de la US. Facultad de Psicología

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