105 Learning from the experts RESULTS Analysis of the interview data produced an expert theory of engaging students in smallgroup active learning. We identified three interacting components: 1) aiming for a supportive learning environment; 2) employing a personal educational approach; and 3) facilitating the active learning process. Given our comprehensive analysis of expert teachers’ strategies for engaging students, the results do not detail concrete behaviors, instead offering a synthesized overview of reported practices and interactions between components. 1) Aiming for a supportive learning environment Psychological safety Participants consistently described how student engagement started with providing psychological safety. This meant that students felt secure, appreciated, and had a sense of belonging, enabling them to contribute, show vulnerability, be themselves, and make mistakes without fear of judgment. Participants felt that psychological safety was essential in an active learning process. Students in the tutoring course were required to ask questions and provide answers even when they were not certain they would be correct, to give and receive feedback, to give presentations, and to experiment with new behaviors in order to develop new skills. To truly engage in such activities, students required this safety. I think a safe atmosphere is the most important for engaging students. It is a precondition. If that is not there… If students are not convinced that making mistakes is okay, that they are there to engage in a learning process… Yeah, then you will not get those little gears in their mind spinning, so to say. That is why I think that is the most important. (Participant 1) Mutual care and commitment Participants conveyed genuine care for their students’ well-being and development. According to them, this involved understanding their students on an individual level – knowing about personal lives, interests, qualities, and areas for improvement. They also emphasized being a reliable support person during difficult times and striving to create personal learning opportunities that would facilitate their students’ growth. In turn, they said students reciprocated by adopting a caring and constructive attitude toward their peers and the learning process. I remember in the time of COVID, students were just withering away. They didn’t like only being at home. And then I said, you know what, let’s go together to the Amsterdam Forest and have a walk. They appreciated that greatly. I remember, and I really liked that, that they said: ‘you know, you really take care of us’. […] And because I took care of them, they also cared for me. In 5
RkJQdWJsaXNoZXIy MTk4NDMw