This article aims to address the lack of attention given to respect as an important relational construct for pre-service teachers. It seeks to inform teacher educators on how to better understand its practice and the implications for teaching and learning.
This study examined second level pre-service teachers’ perceptions and experiences of respect. A qualitative design was employed and 12 undergraduate pre-service teachers in their final year of study were interviewed twice (pre and post practicum) about their perceptions of respect and their experiences of respectful teaching and learning.
The emerging data indicate that the relational component of respect was identified by the pre-service teacher participants as being important to feeling respected as a teacher. Recommendations are made, in light of these findings, to help teacher educators support pre-service teachers gain a greater understanding of the relational nature of respect.