Anna C. van der Want

The interpersonal dimension in the classroom : a model of teachers' interpersonal role identity, appraisal and teacher-student relationships

In this chapter, a model to understand teachers’ professional identity, appraisals and behaviours in the classroom is presented and illustrated with empirical data. It is argued that the comparison between interpersonal identity standards and interpersonal appraisals of classroom situations results in two types of emotions experienced by teachers. One type of emotion is the direct result of teachers’ interpretations of, and coping with, specific classroom events whereby their emotions are part of the appraisal process of situations and evaluated in the light of their interpersonal role identity standards. The second type of emotion emerges as a result of tensions or dilemmas of prolonged differences between appraisals and identity standards. It is argued that the Teacher Interpersonal Identity Role and Appraisal model is helpful for both researchers and practitioners to better understand, recognise and support beginning (and experienced) teachers with emotions that occur in the classroom, and to help stimulate both their personal as well as professional development.

Experienced teachers dealing with issues in education: a career perspective

ABSTRACT This article reports on a qualitative study on the issues experienced teachers may encounter in everyday teaching practice. Some issues may possibly originate at the beginning of a career and continue to be a struggle during their career. Data were collected among 20 mid- and late career teachers from eight secondary schools. The results showed that at the current moment in their career, respondents of this study particularly recognised three issues: teacher–parent interaction, teaching versus other tasks and private life versus work. Teachers seldom talk about their issues, but more often than not they try to find a solution themselves or put up with the situation.

Changes over time in teachers’ interpersonal role identity

Abstract Interpersonal relationships between teachers and students play a crucial role in teachers’ professional identity, yet have hardly been focused on in research. This study aimed to explore teachers’ interpersonal role identity over time by focusing on teachers’ appraisals of classroom situations and the relation with their interpersonal identity standards. Semi-structured and video-stimulated interviews were conducted with 24 teachers in 2011 and 2013. Between 2011 and 2013, 18 teachers changed their appraisal and/or their identity standard. The appraisals of specific situations became less stressful, interpersonal identity standards showed more control and more affiliation and the match between the appraisals of specific situations and the interpersonal identity standards increased. The concept of role identities offered a promising theoretical framework for research on teacher identity and teacher–student relationships and at the same time can be a practical tool for supporting teachers’ identity development.

The relation between teachers’ interpersonal role identity and their self-efficacy, burnout and work engagement

ABSTRACT This study investigated the relation between teachers’ interpersonal role identity on the one hand and teachers’ self-efficacy, burnout and work engagement on the other. Data was collected using questionnaires and semi-structured and video-stimulated interviews. Results especially showed differences for self-efficacy between the teachers’ interpersonal role identities. The results indicate that teacher educators and coaches at schools can support (student) teachers (1) by helping them to discover and making them aware of their interpersonal identity standard and (2) by facilitating their growth towards a match between their interpersonal identity standard and their appraisal of classroom situations.