"It's where learning and teaching begins ‒ is this relationship" - insights on the teacher-student relationship at university from the teachers' perspective.

Positive teacher-student relationships have been identified as important for teacher and student well-being and for high-quality teaching and learning processes and outcomes. However, research on the perceptions of teachers in higher education on a high-quality relationship with students and the perceived antecedents is still scarce. This study aimed to address this research gap by interviewing 15 Australian higher education teachers about their perception of forming relationships with first-year students. The results suggest that the quality of the teacher-student relationship comprises both a professional and an interpersonal dimension, reflecting the different roles teachers and students assume within it. These two dimensions can be further differentiated into various relational quality indicators, such as approachability, care, support, trust, and others. Furthermore, the results indicate that several contextual and personal attributes contribute to the development of this relationship. Implications about how to shape positive relationships between teachers and students in higher education are discussed.

Developing a CVTAE-based conceptual framework for examining emotions in higher education teaching: a systematic literature review.

A number of studies on higher education (HE) teachers' emotions have been carried out, but overall, the literature on this issue is relatively limited, even though HE teaching can be regarded as an emotional endeavor and represents an important topic in HE research. The main goal of this article was to develop a conceptual framework for examining teaching-related emotions of HE teachers by revising and extending the control-value theory of achievement emotions (CVTAE) developed to systematically classify existing findings on emotions in HE teachers and to identify a research agenda for future studies in this field. Therefore, we conducted a systematic literature review on empirical studies investigating HE teachers' teaching-related emotions to gain insights into (1) the theoretical concepts and approaches used to study HE teachers' emotions as well as the (2) antecedents and (3) consequences of experienced emotions identified in the existing studies. By applying a systematic literature review, 37 studies were found. Based on the conducted systematic review, we propose a CVTAE-based conceptual framework for examining HE teachers' emotions in HE teaching with additional components relating to both antecedents and consequences of HE teachers' experienced emotions. We discuss the proposed conceptual framework from the theoretical perspective, pointing out new aspects that should be considered in future research on HE teachers' emotions. From the methodological perspective, we address aspects related to research designs and mixed-method approaches. Finally, we list implications for future higher education development programs.

'At first I was overwhelmed, but then-I have to say-I did almost enjoy it'. Psychological needs satisfaction and vitality of student teachers during the first Covid-19 lockdown.

According to Self-Determination Theory, the satisfaction of the three basic psychological needs (BPN) is crucial for optimal personal and academic development, as well as well-being, which is associated with the perceived vitality. These dimensions can be fostered or hindered by contextual factors within the work, study and personal environment. During the first COVID-19 lockdown, most social contexts for student teachers were substantially altered, for which we hypothesised negative outcomes with regards to perceived basic needs satisfaction and vitality. To investigate changes in needs satisfaction and subjective vitality during distance learning, this research applied an explanatory sequential mixed-methods design combining a quantitative and qualitative study. For the quantitative study, two surveys were conducted; the first before the lockdown (N = 161) and the second after the lockdown (N = 146). The purpose of these surveys was to test the interrelations between need satisfaction, frustration and vitality before and during the distance learning by implementing a SEM-based mediation analysis. In addition, we elaborated on significant and unexpected findings of the quantitative study by interviewing 14 other student teachers, allowing for an in-depth and contextualised understanding of the psychological changes in and the triggering factors of the 'corona-lockdown'. Results stress the relevance of physical activity and time spent outdoors for the perception of vitality which was supported by a more flexible time structure during distance learning. For the context of distance learning, this research emphasises the relevance of BPN also in the context of online-based learning where higher levels of interaction with fellow students and lecturers, a clear course structure and formative feedback proved to be essential for motivational and achievement-related outcomes.

"I don't hide my feelings, even though I try to": insight into teacher educator emotion display.

This article addresses the issue of teacher educators' emotion display when teaching and interacting with students. Little is known about this phenomenon in higher education generally, and teacher education specifically. An empirical study was conducted to address this gap by investigating teacher educators' views on appropriate and inappropriate emotion display and its functions in the process of teaching. The study also examined how teachers used emotion regulation strategies to manage the intensity of their experienced emotions. The participants (six male, nine female) were from two public Australian universities and were all teaching first-year students in pre-service education. Data were collected through in-depth, semi-structured face-to-face interviews. Qualitative analyses revealed that these teachers viewed the open expression of positive emotions as an integral aspect of their teaching practice. In terms of negative emotions, they reported the criticality of controlling such experiences, and the occasional need to completely conceal them. Some reflected on the instrumental functions and conscious use of emotion display and emotion suppression. Findings are discussed in light of prior research; limitations of this exploratory study are addressed, and directions for future research are outlined.

Teacher-student relationship at university: an important yet under-researched field.

This article reviews the extant research on the relationship between students and teachers in higher education across three main areas: the quality of this relationship, its consequences and its antecedents. The weaknesses and gaps in prior research are highlighted and the importance of addressing the multi-dimensional and context-bound nature of teacher-student relationships is proposed. A possible agenda for future research is outlined.