caa a22 4500 606239251 CHVBK 20210128101302.0 cr unu---uuuuu 210128e20150901xx s 000 0 eng 10.1007/s11218-015-9290-1 doi (NATIONALLICENCE)springer-10.1007/s11218-015-9290-1 Need supportive teaching in practice: a narrative analysis in schools with contrasting educational approaches [Elektronische Daten] [Kim Stroet, Marie-Christine Opdenakker, Alexander Minnaert] Research on self-determination theory (SDT) has shown that positive learning outcomes accrue in classrooms that support students' needs for autonomy, competence, and relatedness. Studies on what need supportive teaching entails in practice are, however, scarce. In the present study, we aimed to gain in-depth understanding of typical manifestations of the positive (autonomy support, structure, involvement) and negative (autonomy thwart, chaos, disaffection or reject) dimensions of need supportive teaching by relating these to educational approaches of schools. For this purpose, we conducted a narrative analysis of teacher-student interactions in two contrasting cases: A prototypical traditional class and a prototypical social constructivist class. In both classes, we analysed lessons in math and in mother language spread over the grade-7 year of secondary education. The results indicated striking differences between both classes in manifestations of need supportive teaching as well as similarities. The findings have implications for translating SDT to educational practice as they help make concrete the theoretical construct of need supportive teaching as well as further understanding of how SDT-interventions can be implemented in practice. The Author(s), 2015 Self-determination theory nationallicence Social constructivism nationallicence Teacher-student interactions nationallicence Early adolescence nationallicence Lesson observation nationallicence Stroet Kim Centre for Special Needs Education and Youth Care, University of Groningen, Grote Rozenstraat 38, 9712 TJ, Groningen, The Netherlands aut Opdenakker Marie-Christine Groningen Institute for Educational Sciences (GION), University of Groningen, Grote Rozenstraat 3, 9712 TG, Groningen, The Netherlands aut Minnaert Alexander Centre for Special Needs Education and Youth Care, University of Groningen, Grote Rozenstraat 38, 9712 TJ, Groningen, The Netherlands aut Social Psychology of Education Springer Netherlands 18/3(2015-09-01), 585-613 1381-2890 18:3<585 2015 18 11218 https://doi.org/10.1007/s11218-015-9290-1 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11218-015-9290-1 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Stroet Kim Centre for Special Needs Education and Youth Care, University of Groningen, Grote Rozenstraat 38, 9712 TJ, Groningen, The Netherlands aut NATIONALLICENCE 700 1- Opdenakker Marie-Christine Groningen Institute for Educational Sciences (GION), University of Groningen, Grote Rozenstraat 3, 9712 TG, Groningen, The Netherlands aut NATIONALLICENCE 700 1- Minnaert Alexander Centre for Special Needs Education and Youth Care, University of Groningen, Grote Rozenstraat 38, 9712 TJ, Groningen, The Netherlands aut NATIONALLICENCE 773 0- Social Psychology of Education Springer Netherlands 18/3(2015-09-01), 585-613 1381-2890 18:3<585 2015 18 11218