ABSTRACT
Professional development through a variety of professional interactions has to be a key area in considering relational pedagogy. Teachers learn from and through their learners and, provided they have the skills, passion, confidence and knowledge to reflect on their own learning, it is possible to secure a high-quality learning experience for all involved in pedagogical relationships. Quality learning experiences also require sensitivity, intuition and confidentiality in interactions with learners, parents and other professionals, and demand team-based decision-making and the practical resolution of differences of opinion. In adult-adult relationships there are also issues of credibility, trust, clarity of interactions, resilience, respect, successful collaboration and emotional competence to consider as well as personal and professional growth and development. These are just some of the themes which readers will find embedded in the final five chapters of this book.
