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Exploring Relational Professionalism in Schools

  • Book
  • © 2013

Overview

Authors:
  1. Anneli Frelin

    1. University of Gävle, Sweden

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  • Written by experts, Gives a modern approach, Comprehensive in Scope

Part of the book series: Studies in Professional Life and Work (SPLW, volume 1)

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Table of contents (10 chapters)

  1. Front Matter

    Pages i-viii
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  2. Introduction

    • Anneli Frelin
    Pages 1-4

  3. Teacher Professionality

    • Anneli Frelin
    Pages 5-13

  4. A Relational Approach

    • Anneli Frelin
    Pages 15-27

  5. The Exploration

    • Anneli Frelin
    Pages 29-40

  6. Teachers’ Relational Practices I

    • Anneli Frelin
    Pages 41-56

  7. Adding Analytical Layers I

    • Anneli Frelin
    Pages 57-65

  8. Teachers’ Relational Practices II

    • Anneli Frelin
    Pages 67-87

  9. Adding Analytical Layers II

    • Anneli Frelin
    Pages 89-103

  10. Teachers’ Practice and Relational Complexities

    • Anneli Frelin
    Pages 105-118

  11. Relational Professionalism in Schools

    • Anneli Frelin
    Pages 119-128

  12. Back Matter

    Pages 129-137
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Keywords

About this book

How is it that some teachers have just “got it”? They walk into a room and the atmosphere changes. They get through to students in a way that no-one else can. The author has sought answers to this question by observing and interviewing teachers from preschool to upper secondary school levels. Having intensively studied the highly influential but underestimated relational dimension of teaching, her contention is that these teachers successfully use relational practices to build educational relationships with their students and educational communities among them. Moreover, she finds that what may come across as a teacher’s personal traits is actually a sensible professional approach. These teachers haven’t “got it” - they “get it”. This book explains how teachers carry out their relational practices, and contains an abundance of everyday examples from all stages of education. The deep theoretical reasoning departs from these examples to create a compelling argument for a teacher’s relational professionality that is possible to learn and teach. New relational perspectives and concepts are introduced for the purpose of facilitating professional conversations about the profound dimension of relationships in education.

Authors and Affiliations

  • University of Gävle, Sweden

    Anneli Frelin

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