Jonas Aspelin
Biographic Data
| ID | 4628161 |
|---|---|
| NAME | Jonas Aspelin |
| GIVEN NAMES | Jonas |
| FAMILY NAME | Aspelin |
| SIGNATURE | ASPELIN J |
| AFFILIATIONS | Kristianstad University |
| ORCID | 0000-0003-0917-6689 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Relational Competence in Educating Adolescent Girls with Neurodevelopmental Disorders
The quality of teacher–student relationships is critical for students with neurodevelopmental disorders (NDDs), who often struggle with social interaction and emotional regulation. However, research on how students with NDDs perceive their teachers’ relational competence remains scarce, particularly that regarding female students. To address this gap, this qualitative study examines teachers’ relational competence from the perspectives of adolesc…
Teachers' relational competence towards students with neurodevelopmental symptoms
Teacher–student relationships (TSRs) are key factors for at‐risk students. However, little is known regarding how TSRs are built through interactions with students with neurodevelopmental disorders (NDDs). This study provides an in‐depth analysis of a teacher's relational competence in relation to a student with NDD symptoms. We used microscopic relational analysis to scrutinise a TSR, focusing on a brief classroom episode selected from a sample …
Supporting the development and improvement of teachers’ relational competency
In this paper we present experiences and findings from a research program on how to support the development and improvement of teachers’ relational competency. Outcomes of the research program include a theoretical framework encompassing different aspects of relational competency (“communicative competency,” “differentiation competence,” and “socio-emotional competency”), and studies reporting on the use of two different methodologies (digital vi…
To conform or not to conform
Early childhood education (ECE) presupposes a balance between emotionally supportive interaction and pre-academic teaching instruction, and research indicates an increasing pressure on preschool teachers’ communicative competence. This study focuses on the functions of emotions in the teacher–child relationship in a situated context. Such studies are scarce in the research on ECE, which mainly concerns children’s socioemotional learning. Using a …
Pre-Service Special Educators’ Understandings of Relational Competence
Research demonstrates that the teacher-student relationship is essential for students with special educational needs. This article investigates how pre-service special educators ( n = 74) perceive teachers’ relational competence, as manifested in their relations with students exhibiting behavioral difficulties. The data comprises educators’ written analyses of teacher-student interactions simulated through digital video, both before and after bei…
Teacher–Child Interaction in a Goal-Oriented Preschool Context
The international trend of positioning the preschool as a pre-academic learning environment is challenging for preschool teachers, as it necessitates a balance between emotionally supportive interaction and goal-oriented learning instruction. However, previous research suggests that the complexities of such interactions need to be further studied. This article contributes by presenting a very detailed exploration of how social adaptation is pursu…
Teaching as a way of bonding
The general discourse on education stresses either the teacher’s or the student’s position. This article aims to contribute to a relational theory of teaching by discussing three significant concepts of teaching from the standpoint of Martin Buber’s relational philosophy. Feldman suggests that teaching implies being human in a particular way and in a particular context; Kelchtermans shows that a teacher’s ‘personal interpretative framework’ plays…
The elementary forms of educational life
Beyond individualised teaching
Teaching is today often described as a matter of adjusting to the individual lives of students. Building on the premises of three educational theories, mainly Martin Buber's concept of ‘inclusion’, the article aims to confront this idea and show how pedagogical attitude can be perceived from a relational perspective. A model is constructed in which pedagogical attitude is understood as three different types of teacher-student relationships: a) an…
How do relationships influence student achievement? Understanding student performance from a general, social psychological standpoint
This article explores the influence of relationships on student achievement by examining empirical evidence and by adopting a social psychological theory. Initially, the issue is addressed from a national, Swedish context. Thereafter, two general questions are raised: (1) What is the influence of relationships on student achievement, according to empirical research? (2) How can the influence of relationships on student achievement be conceptualis…
What really matters is ‘between’—Understanding the focal point of education from an inter-human perspective
In this article, the focal point of education is simultaneously defined as: i) the place where the most important educational activity is taking place; and ii) the place where the main interest of educational theory (and educational practice) should be located. The article aims to discuss the idea that the focal point is located somewhere between the teacher and the student. This idea is introduced by references to Gert Biesta’s inter-subjective …
Beneath the surface of classroom interaction
Thomas J Scheffs socialpsykologi. En introduktion
This articel is an introduction to the socialpsychology of Thomas J Scheff. Scheff is a Professor emeritus at University of California, Santa Barbara. His work has not been introduced for a Swedish audience before, and therefore the article concentrates on some general aspects of the theory. It begins with a part where some characteristic aspects of Scheffs theory is outlined in relation to a more conventional socialpsychology. The text continues…
How do relationships influence student achievement? Understanding student performance from a general, social psychological standpoint
This article explores the influence of relationships on student achievement by examining empirical evidence and by adopting a social psychological theory. Initially, the issue is addressed from a national, Swedish context. Thereafter, two general questions are raised: (1) What is the influence of relationships on student achievement, according to empirical research? (2) How can the influence of relationships on student achievement be conceptualis…
Teaching as a way of bonding
The general discourse on education stresses either the teacher’s or the student’s position. This article aims to contribute to a relational theory of teaching by discussing three significant concepts of teaching from the standpoint of Martin Buber’s relational philosophy. Feldman suggests that teaching implies being human in a particular way and in a particular context; Kelchtermans shows that a teacher’s ‘personal interpretative framework’ plays…
Beneath the surface of classroom interaction
What really matters is ‘between’—Understanding the focal point of education from an inter-human perspective
In this article, the focal point of education is simultaneously defined as: i) the place where the most important educational activity is taking place; and ii) the place where the main interest of educational theory (and educational practice) should be located. The article aims to discuss the idea that the focal point is located somewhere between the teacher and the student. This idea is introduced by references to Gert Biesta’s inter-subjective …
Beyond individualised teaching
Teaching is today often described as a matter of adjusting to the individual lives of students. Building on the premises of three educational theories, mainly Martin Buber's concept of ‘inclusion’, the article aims to confront this idea and show how pedagogical attitude can be perceived from a relational perspective. A model is constructed in which pedagogical attitude is understood as three different types of teacher-student relationships: a) an…
Thomas J Scheffs socialpsykologi. En introduktion
This articel is an introduction to the socialpsychology of Thomas J Scheff. Scheff is a Professor emeritus at University of California, Santa Barbara. His work has not been introduced for a Swedish audience before, and therefore the article concentrates on some general aspects of the theory. It begins with a part where some characteristic aspects of Scheffs theory is outlined in relation to a more conventional socialpsychology. The text continues…
Beneath the surface of classroom interaction
What really matters is ‘between’—Understanding the focal point of education from an inter-human perspective
In this article, the focal point of education is simultaneously defined as: i) the place where the most important educational activity is taking place; and ii) the place where the main interest of educational theory (and educational practice) should be located. The article aims to discuss the idea that the focal point is located somewhere between the teacher and the student. This idea is introduced by references to Gert Biesta’s inter-subjective …
How do relationships influence student achievement? Understanding student performance from a general, social psychological standpoint
This article explores the influence of relationships on student achievement by examining empirical evidence and by adopting a social psychological theory. Initially, the issue is addressed from a national, Swedish context. Thereafter, two general questions are raised: (1) What is the influence of relationships on student achievement, according to empirical research? (2) How can the influence of relationships on student achievement be conceptualis…
Beyond individualised teaching
Teaching is today often described as a matter of adjusting to the individual lives of students. Building on the premises of three educational theories, mainly Martin Buber's concept of ‘inclusion’, the article aims to confront this idea and show how pedagogical attitude can be perceived from a relational perspective. A model is constructed in which pedagogical attitude is understood as three different types of teacher-student relationships: a) an…
The elementary forms of educational life
Teaching as a way of bonding
The general discourse on education stresses either the teacher’s or the student’s position. This article aims to contribute to a relational theory of teaching by discussing three significant concepts of teaching from the standpoint of Martin Buber’s relational philosophy. Feldman suggests that teaching implies being human in a particular way and in a particular context; Kelchtermans shows that a teacher’s ‘personal interpretative framework’ plays…
Pre-Service Special Educators’ Understandings of Relational Competence
Research demonstrates that the teacher-student relationship is essential for students with special educational needs. This article investigates how pre-service special educators ( n = 74) perceive teachers’ relational competence, as manifested in their relations with students exhibiting behavioral difficulties. The data comprises educators’ written analyses of teacher-student interactions simulated through digital video, both before and after bei…
Teacher–Child Interaction in a Goal-Oriented Preschool Context
The international trend of positioning the preschool as a pre-academic learning environment is challenging for preschool teachers, as it necessitates a balance between emotionally supportive interaction and goal-oriented learning instruction. However, previous research suggests that the complexities of such interactions need to be further studied. This article contributes by presenting a very detailed exploration of how social adaptation is pursu…
To conform or not to conform
Early childhood education (ECE) presupposes a balance between emotionally supportive interaction and pre-academic teaching instruction, and research indicates an increasing pressure on preschool teachers’ communicative competence. This study focuses on the functions of emotions in the teacher–child relationship in a situated context. Such studies are scarce in the research on ECE, which mainly concerns children’s socioemotional learning. Using a …
Supporting the development and improvement of teachers’ relational competency
In this paper we present experiences and findings from a research program on how to support the development and improvement of teachers’ relational competency. Outcomes of the research program include a theoretical framework encompassing different aspects of relational competency (“communicative competency,” “differentiation competence,” and “socio-emotional competency”), and studies reporting on the use of two different methodologies (digital vi…
Teachers' relational competence towards students with neurodevelopmental symptoms
Teacher–student relationships (TSRs) are key factors for at‐risk students. However, little is known regarding how TSRs are built through interactions with students with neurodevelopmental disorders (NDDs). This study provides an in‐depth analysis of a teacher's relational competence in relation to a student with NDD symptoms. We used microscopic relational analysis to scrutinise a TSR, focusing on a brief classroom episode selected from a sample …
Relational Competence in Educating Adolescent Girls with Neurodevelopmental Disorders
The quality of teacher–student relationships is critical for students with neurodevelopmental disorders (NDDs), who often struggle with social interaction and emotional regulation. However, research on how students with NDDs perceive their teachers’ relational competence remains scarce, particularly that regarding female students. To address this gap, this qualitative study examines teachers’ relational competence from the perspectives of adolesc…
Psychology (12 works) · Social Psychology (9 works) · Epistemology (7 works) · Pedagogy (7 works) · Sociology (7 works) · Teacher Education and Leadership Studies (7 works) · Social Psychology (6 works) · Computer Science (5 works) · Context (archaeology (5 works) · Mathematics education (5 works)