Using relationship-focused reflection to improve teacher–child relationships and teachers' student-specific self-efficacy
Abstract
The present study evaluated whether LLInC (Leerkracht-Leerling Interactie Coaching in Dutch, or Teacher-Student Interaction Coaching), a teacher-based coaching-intervention, yielded improvements in dyadic affective teacher-child relationships in elementary school (Grades 2-6). Based on attachment theory, LLInC aims to foster more flexible and differentiated mental representations of teachers' relationships with individual children with whom they...
Paper Details
Title
Using relationship-focused reflection to improve teacher–child relationships and teachers' student-specific self-efficacy
Published Date
Aug 1, 2021
Journal
Volume
87
Pages
28 - 47
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