Date of Conferral

2022

Degree

Ph.D.

School

Education

Advisor

Jennifer Courduff

Abstract

The teacher-student relationship (TSR) is an important component of instruction that can lead to improved student outcomes, especially in urban schools. Researchers have suggested that instruction in using TSRs is lacking in teacher preparation programs, but there are limited studies examining this claim. The problem addressed in this study is the perceived lack of instruction in using positive TSRs provided by teacher preparation programs. Using Gay’s theory of culturally responsive teaching and Milner’s concept of relationship-centered teaching as the conceptual framework, the purpose of this basic qualitative study was to explore teachers’ viewpoints about the instruction received in innovative methods for using positive teacher-student relationships in urban schools. The research questions were designed to understand teacher-student relationships. Semistructured interviews and focus groups were conducted with 12 first-, second-, and third-year teachers. Data were coded, categorized, and analyzed for themes using qualitative data analysis strategies. The results of this study indicated that instruction in the use of TSRs is not explicitly included in teacher preparation programs but implicitly in the culturally responsive teaching instruction of urban-focused teacher preparation programs. Professors with urban teaching experience, cooperating teachers, student teaching seminars, and student teaching placements in urban districts were also sources of TSR instruction. Recommendations include adding explicit TSR instruction and an urban focus to all teacher preparation programs. This study could contribute to positive social change by improving teacher preparation programs so that all teachers are better prepared to use positive TSRs to improve educational outcomes for all students.

Download

Share

 
COinS