Research questions and the aim of the study

This study investigates qualities in interpersonal interactions within teacher-student relationships in primary education. The project aims to study how teacher-student interactions in the learning environment occur and can be identified and understood in light of recognition theory. The project seeks to answer the following research questions: 1) How can teacher-student interactions be described and understood, and 2) How may recognition theory contribute to understanding teacher-student interactions?

Teacher professional development is a large field spanning from external accountability demands, school improvement goals and context-dependent professional learning needs of teachers (Fairman et al., 2020). This study focuses on teachers' knowledge and practice regarding students' and teachers' development in teacher-student interpersonal interactions.

Research indicate the teacher as the most influential single factor on students’ achievements in school, both socially and academically (Hattie, 2009; Marzano et al., 2003). Next to factors related to teachers' job satisfaction, retention or burnout, teacher-student interactions are suggested to affect students' achievements in school (Fiegener & Adams, 2022; Wong et al., 2017). However, the nature of teacher-student interactions, the qualities inherent in the interactions, as well as how they can be understood and practiced are to this date not fully explored.

Theoretical framework

With reference to Pianta (2006), developing new knowledge on teacher-student interpersonal interactions will be relevant for student's well-being and achievement in school and teachers' job satisfaction and sense of success. The project is grounded in a sociocultural framework, understanding human learning and development as an interactive process between individuals and surroundings. In exploring teacher-student interpersonal interactions, the study aims to apply Honneth's (1995) theory of recognition as an analytical tool.

Recent studies (Graham et al., 2014) indicate that a theory of recognition (Honneth, 1995) might function as a lens to conceptualize interpersonal interactions between students and teacher. Analysing policy documents, interviewing teachers and students, and conducting online student-surveys the researchers found positive links between relationships and recognition for both teachers and students. However, these studies did not observe how teacher-student interactions take place in the here-and-now context of a learning environment, which calls for attention to teachers' knowledge and practice regarding teacher-student interpersonal interactions in light of recognition theory.

Recognition involves mutual caring, respect and solidarity and is a vital human need for positive development (Taylor et al., 1994). Recognition theory (Honneth, 1995) states that supportive relationships that contribute to students' self-trust, cognitive respect, and the sense of belonging are foundations for both students' achievements and their positive self-development.

Teacher-student interactions can be understood as dimensions of communication where both content and relation impact on the relationship to the individuals involved (Wubbels et al., 2006). In light of recognition theory, content and relation in communication may lead to understanding interactional qualities in terms of self-trust, cognitive respect, belonging and esteem. Given the reciprocal character of the concept of recognition, both teachers' and students' perceptions of qualities in the interpersonal interactions will be studied. Knowledge about teacher-student interactions in light of recognition theory may contribute to teachers' understanding and practices within the field of professional learning and development.

This study follows a qualitative methods approach, designed as a case-study (Yin, 2018) within a phenomenological perspective (Husserl, 1999). The case is teacher-student interactions in a classroom in primary school. Researcher will participate in the classroom every day for about 8 weeks as a participant observer conducting observations, field-notes, semi-structured interviews, informal talks, and video-recordings. Video-recordings enable documentation of specific teacher-student interactions allowing the researcher to thoroughly observe and review verbal and non-verbal communication. In addition, participants can explain their subjective interpretations of situations where teacher-student interactions take place (Malva et al., 2021). The methods intend to answer the research questions providing first-hand descriptions of teacher-students interactions, and to construct subject oriented perspectives of the interactions and possible meanings and implications of these interactions. Construction of rich descriptions and data will be pursued. (Korstjens & Moser, 2018). A rich account of descriptive data that provides thick descriptions can strengthen the study's trustworthiness (Creswell & Miller, 2000). A conceptual model of child-teacher relationships (Pianta, 2006) will be used to identify interactional situations as units of analysis. The analytical categories will build on the three spheres: love, rights and solidarity in recognition theory (Honneth, 1995). Applying the spheres as an analytic lens will provide answers to how or whether recognition theory may contribute to understanding teacher-students interactions. The spheres represent different ways and functions of recognitional communication in interactions. Interactions that can be identified as the teacher accepting the student as she is, promoting self-trust and confidence as being "good enough", will be understood as in the first sphere of love. Interactions where teacher supports students' rights to participate with his peers as equal, and foster respect, will be interpreted within the second sphere. At last, interactions that can be understood as valuing students’ contribution, actions, efforts, esteem, and learning, will be constructed within the sphere of solidarity. Analysing data through the three spheres may provide answers to how recognition theory can contribute to understanding teacher-student interactions.

Results from the study are expected to construct knowledge within two areas: 1) The nature and qualities inherent in teacher-students interactions, and 2) How insight in teacher-student interpersonal interactions may contribute to teacher professional development. Descriptions of teacher-student interactions from observations and teachers' and students' voices are believed to provide narratives of qualities in these interactions. Results may be adequate in describing and interpreting language and actions within the domain of teacher-student interactions. Interpretations in light of recognition theory may bring understandings valuable for teachers' further professional development concerning enhancing supportive relationships. Drawing on Graham et al. (2014) further explorations on how to conceptualise recognition in schools, and that a appropriate measurement tool be developed to assist schools in monitoring dimensions of recognition should be conducted. This study is expected to provide knowledge about recognitional qualities in teacher-students interactions that may be of relevance for such measurement tool. Better knowledge and practice of teacher-student interactions as factors for both students' achievements and for teachers' job satisfaction can be a valuable contribution to the field of teacher professional development.

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