Embracing Centrality of Teachers' Beliefs and Practices: Asset-Based Teacher-Student Relationships as a Nexus for Success

• In Event: Teachers' Beliefs, Perceptions, and Definitions of Key Aspects of Teaching

Abstract

Although elementary teachers’ capacities to build relationships with students may promote successful experiences for students in school, urban schools are disproportionately identified as contexts that lack student success. This paper examines teachers’ beliefs and practices for building teacher-student relationships in urban, Title I elementary schools through integrating culturally responsive pedagogy and motivational frameworks. Methods and data sources consist of a three-series interview process including teacher-selected artifacts and reflexive journaling. A six-stage data analysis process was used. Findings are categorized into key themes: teachers’ experiences in an asset-based teacher preparation program, school-wide collaborative engagement with colleagues, and responsive classroom practices. This paper clarifies and expands understanding of teacher-student relationships in urban schools and has implications for educators and teacher preparation programs.

Author

• Raven Robinson-Wilson, University of North Florida