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Lehrer-Schüler-Beziehung

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Handbuch Schulforschung

Zusammenfassung

Die Lehrer-Schüler-Beziehung ist eine der entscheidensten aber auch komplexesten Determinanten erfolgreicher Bildungsprozesse – von der Grundschule bis zum Schulabschluss. Sie kann von verschiedenen theoretischen Ansätzen aus beleuchtet werden. Im vorliegenden Beitrag werden zunächst die historischen Entwicklungslinien skizziert, um dann auf die Erziehungssstilforschung, das transaktionale Modell der Lehrer-Schüler-Beziehung, die Attachmenttheorie und die Selbstbestimmungstheorie näher einzugehen. Zudem werden empirische Befunde in Hinblick auf die Konsequenzen der Lehrer-Schüler-Beziehung für die Schülerinnen und Schüler (z. B. für deren Motivation) und die Lehrpersonen (z. B. für das berufliche Wohlbefinden) thematisiert. Da die Interaktion mit Schülerinnen und Schülern eine der zentralsten, jedoch auch herausforderndsten Komponenten des Lehrerberufs darstellt, werden zudem Ansätze für die Lehrerbildung diskutiert. Der Beitrag schließt mit einem Ausblick auf zukünftige theoretische und empirische Forschungsansätze.

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Authors and Affiliations

  1. Universität Salzburg, Salzburg, Österreich

    Gerda Hagenauer

  2. Lehrstuhl Schulpädagogik, Universität Greifswald, Greifswald, Deutschland

    Diana Raufelder

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  1. Gerda Hagenauer
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  2. Diana Raufelder
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Correspondence to Gerda Hagenauer .

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Editors and Affiliations

  1. Universität Bern, Bern, Switzerland

    Tina Hascher

  2. Universität Oldenburg, Oldenburg, Germany

    Till-Sebastian Idel

  3. Universität Halle-Witternberg, Halle (Saale), Germany

    Werner Helsper

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Hagenauer, G., Raufelder, D. (2021). Lehrer-Schüler-Beziehung. In: Hascher, T., Idel, TS., Helsper, W. (eds) Handbuch Schulforschung. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-24734-8_47-1

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