Uppeldi og menntun - 01.01.2008, Blaðsíða 67

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JÓNA GUÐBJÖRG TORFADÓTTIR, hAFDÍS INGvARSDÓTTIR
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abstract
This paper presents an action research which focused on the relationships between a
novice teacher and her students, in particular, on critical incidents in her classroom.
The main purpose of the study was to gain a deeper understanding of the process novice teachers go through in their induction year and how they build up inter-
personal relationship with their students. one purpose was also to enhance teacher
growth. The research took place in an upper-secondary school and data was collected
through diary writing, videotape recordings, by asking students to respond to open
ended questions, and finally an interview with an ally from the teaching staff.
The findings indicate that teacher’s sensitivity to the needs of her students and
her ability to bring a dialogue to a successful conclusion can make the defining difference in building up a mutual trust and respect in the classroom, which seems to be a prerequisite for the building up of a good teacher-student relationship. The teachers’ sensitivity for their students is, in part, grounded in their teaching experiences which
the new teachers lack. It is therefore argued that it is necessary for new teachers to
get formal support from the school in their first year of teaching for the purpose of building up such relationships.
Jóna Guðbjörg Torfadóttir er framhaldsskólakennari
við Menntaskólann við Sund.
Hafdís Ingvarsdóttir er dósent
í kennslufræði/menntunarfræði
við Háskóla Íslands.