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 being provided with explicit criteria on teachers’ relational competence. The findings reveal a change in the educators’ perceptions as they shift from a focus on teaching strategies and the learning environment toward an awareness of teacher-student interaction, and from the teacher’s management of problematic student behavior toward an acknowledgment of the communicative and socio-emotional challenges in contexts involving students with different needs.

Social Environmental Impact on Adolescent Attachment and Peer Relational Competence

This study aimed at investigating the differences in attachment levels to the caregiver and the differences in interpersonal relational competence between adolescents raised in the home environment and those raised in orphanages. It was hypothesized that adolescents raised in orphanages would be less attached to their caregivers than adolescents raised in the home environment with regard to trust, communication and alienation. It was also hypothesized that adolescents raised in orphanages would have a lower interpersonal relational competence in comparison to adolescents raised in the home environment. Both the adolescents raised in the home environment and the orphanage-raised adolescents were from Lusaka, Zambia. Stratified sampling technique was used to obtain the sample of 97 adolescents, 48 raised in orphanages and 49 raised in the home environment, between the ages 11 and 14 (M=12.27, S.D= 0.94). The Inventory of Parent Peer Attachment (IPPA) was administered to all participants. Significant differences were found between adolescents raised in orphanages and adolescents raised in the home environment with regard to their attachment to their respective caregivers. There were significant differences in trust in their caregivers between the two groups t (97) -3.6, p= 0.05. As hypothesized, there were significant differences in interpersonal relational competence between adolescents raised in orphanages and adolescents raised in the home environment. Finally, a strong positive correlation between attachment to the caregiver and peer relational competence was found between alienation from the caregiver and alienation from peers r (72) .606, p< .01.Attachment bonds between adolescents and caregivers take place regardless of the rearing environment and peers can buffer the effects of harsh rearing environments. More research is needed to better understand the attachment in children under institutional care to stave off negative effects of institutional care in Zambia.

EDUCATOR COMPETENCIES OF PRE-SENIOR PREPARATION

Pre-Senior Education will be one of the main pillars of active ageing policy in the future. Requirements on adult educators, lecturers, trainers of older people, grow. In the paper author presents theoretical starting points of competencies of educator of pre-senior preparation, deals with general competencies defined in Slovak national documents and indicates specific requirements on older adult educator. He also talk about aspects as relational competence and charizma of lecturer which are important elements of quality of educational event. The article is the output of author within the project VEGA no.1/0001/18 called Preparation for ageing and old age – possibilities of andragogical intervention.

ANALISIS PRAKTIK PENGUNGKAPAN INTELLECTUAL CAPITAL STUDI PADA PERUSAHAAN SUB SEKTOR INDUSTRI OTOMOTIF

The aim of this study is to analyze the intellectual capital disclosure practices by Indonesian automotive industry. Content analysis was used to analyze the annual report for one the year 2016. This research used Guthrie at., el. scheme of intellectual capital components. In this scheme, IC was categorized into 3 groups; relational competence (human capital: 8th items).internal structures (organizational capital: 15th items); and external structures (customer/relational capital: 13th items); The result shows that percentage of IC disclosure by Indonesian automotive industry was high relatively In 2016, there were some attributes that not disclosed yet by a company, it was ’copyright’. There was no company that discloses all of the 36th components of IC in their annual report. The maximum number of the attribute that disclosed by a company was 31.

Perspective-taking and cooperation in customer–supplier relationships

Purpose Perspective-taking is an overlooked relational competence that matters to interaction, problem-solving and cooperation in inter-organizational buyer–seller relationships. This paper aims to distinguish perspective-taking from empathy with which it has often been associated. It uses aptitude theory to propose a conceptualization of perspective-taking consisting of perspective-taking ability and motivation components that are used to explore the scope of perspective-taking in customer–supplier relationships. Design/methodology/approach An experiment and survey, are conducted among customer managers to apply and test measures to capture the ability and motivation components of the perspective-taking aptitude. The two perspective-taking components are used to propose a 2 × 2 matrix that provides a four-type typology, labelled: “talented”, “ineffectual”, “fervent” and “indifferent”. Data are collected from a sample of senior managers of manufacturing firms responsible for the dyadic relationship with a business support agency. Findings The data supports the presence and distribution of the four typologies among customers in business relationships and regression analysis confirms the impact of the proposed perspective-taking typology types on customer–supplier cooperation. The different combinations of the perspective-taking dimensions of ability and motivation that make up the perspective-taking aptitude type result in different dispositions to cooperate. “Talented” and “ineffectual” members with high and low perspective-taking ability and motivation scores, respectively, provide the highest and lowest cooperation dispositions. “Fervent” and “indifferent” members occupy an intermediate perspective-taking aptitude on the typology, with the former impacting cooperation moderately and the latter not found to be significant. Practical implications Understanding counterparts, inferring their motives and anticipating reactions, is a critical capacity for mutual dyadic adjustments in customer–supplier relationships in business markets. Such an understanding of perspective-taking can prove useful to effective interaction, solution development and relationship building, as interacting managers belonging to different typology types exhibit different levels of cooperation. In addition, an understanding of perspective-taking can prove useful to identify the right talent that can foster effective interaction and solution development in customer–supplier relationships. It also raises the issue as to how best sellers can interact to influence the perspective-taking of buyers in their quest to achieve better solutions and cooperation. Originality/value Provides a useful supplement to theory by bringing perspective-taking, grounded in aptitude theory, as an essential relational competence in business marketing that can provide an additional explanation to cooperation and joint problem-solving in inter-organizational business relationships. The paper develops and proposes a typology of perspective-taking that brings together ability and motivation dimensions, operationalizes and assessed their measures and tests the impact of the proposed perspective-taking typology types on cooperation in customer–supplier interaction.

Relationskompetens i specialpedagogiska utbildningar

Research shows that the quality of the teacher-student relationship is crucial to students’ learning and development, especially for students in need of special support. In Scandinavia, the concept of relational competence is increasingly used to define a teacher’s ability to build supportive relationships. In this article, relational competence is discussed in the context of special education. The article investigastes how relational competence is described in the curriculum for special education teacher training. Syllabuses (n = 142) at all Swedish universities that have programs in special education (n = 11) are included in the analysis, with a focus on the learning goals (n = 857). Content analysis provides both an overall and a more in-depth picture. The first study shows that there are relatively few learning goals relevant to relational competence. For example, the key concepts “relation,” “participation,” and “empathy” are very rarely used, and “care” and “trust” are completely absent. The second study shows, among other findings, that relevant content mainly concerns the special educator as a qualified interlocutor vis-a-vis colleagues. Hardly any goals include teacher–student or teacher–parent relationships. On the whole, the results indicate that relational competence is a neglected topic in this discourse, which also has a fairly narrow focus. The implications of this lack are discussed, and suggestions for improvement are added.