Beschreibung
Student-teacher agreement refers to the alignment in students' and their teachers' perceptions, e.g., with regard to teachers' approaches to instruction. The extent of student-teacher agreement has been described as an indicator of a well-functioning learning environment. This study expands the current research landscape on student-teacher agreement by investigating reasons for student-teacher (dis)agreement. A total of 398 Austrian in-service secondary school teachers provided answers to an open-end question asking them to reflect about reasons for (dis)agreement in an online questionnaire. The data was analyzed using qualitative content analysis.Classroom aspects such as class size, classroom climate and heterogeneity among pupils, as well as the lack of feedback were addressed most frequently as reasons for misaligned perceptions between students and teachers. Teachers reported that they struggled to establish good relations with students in challenging classes, which contributed to diverging perceptions. Teachers also referred to sociodemographic factors, such as age differences, and conflicting goals among students and teachers. In addition, it was reported that gaps in students' and teachers' perceptions could also occur because students evaluate lessons based on their current experience and are less aware of the teacher's long-term goals and lesson planning.On the other hand, communication about the purpose of teaching processes and positive student-teacher relationships were assumed to foster student-teacher-agreement: Communication about the goals of teaching was supposed to counteract negative perceptions on the student sides and mistrust in the teacher. Moreover, in order to address divergent views and resolve conflicts, teachers underlined the importance of establishing high quality student-teacher relationships.In conclusion, the present study highlights the value of including the perspective of teachers in research on reasons for student-teacher (dis)agreement and raises a number of practical applications as well as opportunities for future research.| Zeitraum | 2019 |
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| Ereignistitel | PaEpsy 2019: Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie |
| Veranstaltungstyp | Konferenz |
| Ort | Leipzig, DeutschlandAuf Karte anzeigen |