Helena J. M. Pennings

Analyzing Teacher–Student Interactions with State Space Grids

In this chapter an analysis tool, called State Space Grid (SSG) analysis is described. SSG analysis can be used to study social interaction as it occurs in real-time. A SSG is a visual representation of an interaction trajectory between two (or more) interaction partners (or variables). It is possible to derive several measures from an SSG analysis to study the content (e.g., attractors) and structure (e.g. entropy or variability) of interactions. This chapter summarizes several studies on interpersonal processes in education employing SSGs. First, we explain Interpersonal Theory, which was used to operationalize interpersonal interaction. Second, we explain why classrooms can be seen as complex dynamic systems. Third, we provide an introduction to SSG analysis and describe a selection of the various measures that can be derived with SSGs. Fourth, to illustrate how we have used SSGs to study interpersonal processes in education we provide four illustrations of (published and unpublished) studies we have carried out ourselves. Finally, we elaborate on the possibilities SSG analysis provides for educational research.

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.