Page 274 - Razvoj kompetenc prihodnosti v pedagoških študijskih programih
P. 274
Neža Podlogar in Mojca Juriševič
Emslander, V., Holzberger, D., Ofstad, S. B., Fischbach, A., in Scherer, R. (2025).
Teacher-student relationships and student outcomes: A systematic sec-
ond-order meta-analytic review. Psychological Bulletin, 151(3), 365–397.
Gøetzsche, K.,Kozina, A.,Dahlström,H., Matić Bojić,J., Paleczek,L., in Tome,
G. (2022). Roka v roki: opolnomočenje učiteljic in učiteljev; program podpore
socialnih in čustvenih kompetenc ter zavedanja raznolikosti pri učiteljih_cah
in drugih šolskih delavcih_kah (M. Vendin, prev.). Erasmus+.
Hattie, J. (2023). Visible learning: The sequel; A synthesis of over 2,100 meta-
analyses relating to achievement.Routledge.
Hughes, J. N. (2012). Teacher-student relationships and school adjustment: Pro-
gress and remaining challenges. Attachment & Human Development, 14(3),
319–327.
Isac, M. M., Sass, W., Pauw, J. B., De Maeyer, S., Schelfhout, W., Van Petegem, P.,
in Claes, E. (2022). Differences in teachers’ professional action competence
in education for sustainable development: The importance of teacher co-
learning. Sustainability, 14(2), 767.
Jennings, P. A., in Greenberg, M. T. (2009). The prosocial classroom: Teacher so-
cial and emotional competence in relation to student and classroom out-
comes. Review of Educational Research, 79(1), 491–525.
Jensen, E., Skibsted, E. B., in Christensen, M. V. (2015). Educating teachers focu-
sing on the development of reflective and relational competences. Educa-
tional Research for Policy and Practice, 14(3), 201–212.
Jönsson, A., Aspelin, J., Lindberg, S., in Östlund, D. (2024). Supporting the deve-
lopment and improvement of teachers’ relational competency. Frontiersin
Education, 9, 1290462.
Juul,J., in Jensen,H.(2017). Relationalcompetence:Towardsanewcultureofedu-
cation. (M. Voelchert, ur.). Edition + Plus in Mathias Voelchert Verlag.
Koenen, A-K., Borremans, L. F. N., De Vroey, A., Kelchtermans, G., in Spilt, J. L.
(2021). Strengthening individual teacher-child relationships: An interven-
tion study among student teachers in special education. Frontiers in Edu-
cation, 6, 769573.
Macovei, C. M., Bumbuc, Ş., in Martinescu-Bădălan, F. (2023). Personality traits,
role ambiguity, and relational competence as predictors for teacher su-
bjective wellbeing. Frontiers in Psychology, 13, 1106892.
Malešević, A. (2018). Pomen dobrih socialnih odnosov med učitelji in učenci in
učiteljeve odnosne kompetence. Vzgoja in izobraževanje, 49(3/4), 17–24.
Martin, A. J., in Dowson, M. (2009). Interpersonal relationships, motivation, en-
gagement, and achievement: Yields for theory, current issues, and educa-
tional practice. Review of Educational Research, 79(1), 327–365.
Mesec, B. (2023). Kvalitativno raziskovanje v teoriji in praksi. Inštitut za razvojne
in strateške analize.
Ministrstvo za vzgojo in izobraževanje. (2023). Katalog programov nadaljnega
274

