Developing and maintaining the teacher-student relationship in one to one alternative provision: the tutor's experience

Fitzsimmons, W., Trigg, R. ORCID: 0000-0001-6059-7097 and Premkumar, P. ORCID: 0000-0003-1934-6741, 2021. Developing and maintaining the teacher-student relationship in one to one alternative provision: the tutor's experience. Educational Review, 73 (4), pp. 399-416. ISSN 0013-1911

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This study explores and illuminates tutors' experiences of their teacher-student relationships within one-to-one alternative provision. A positive teacher-student relationship is crucial in enabling students who have been excluded from school, or are at risk of exclusion, to have positive outcomes. Yet, teachers have struggled with the emotional demands of relating to pupils with such challenging behaviour. Interpretative phenomenological analysis (IPA) was used to explore the lived experiences of the teacher-student relationships of six tutors teaching students on a one-to-one basis outside school premises, such as in the students' homes or local libraries/cafes, as part of a growing aspect of alternative provision. The IPA explored, through the lens of attachment theory, the experience of developing and maintaining these relationships. The study found that the teacher-student relationship was humanistic in nature and fundamental to student engagement in learning. However, tutors did not feel they always had the right skills or support to develop or maintain these relationships. We conclude that an understanding of attachment theory and psychodynamic concepts, together with the availability of reflective supervision, could help tutors optimise their work.

Item Type: Journal article
Alternative Title: One-to-one alternative provision [running head]
Publication Title: Educational Review
Creators: Fitzsimmons, W., Trigg, R. and Premkumar, P.
Publisher: Taylor & Francis
Date: 2021
Volume: 73
Number: 4
ISSN: 0013-1911
Divisions: Schools > School of Social Sciences
Record created by: Linda Sullivan
Date Added: 15 Aug 2019 14:55
Last Modified: 19 Jul 2021 11:23

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