Student–teacher relationships have been examined by many studies. However, an omission still exists, the existing scales are not appropriate for studying STRs in private colleges because of the special character of these schools. This paper presents the development and validation of Private-College Student–Teacher Relationship Scale, the first instrument to evaluate student–teacher relationships in private colleges. The PCSTRS has six dimensions: trust, interaction, intimacy, care, approval, and comfort. In our main study, the validity and (...) reliability of the six-factor PCSTRS model were demonstrated. The result of internal consistency coefficient indicated the high reliability of the scale, and the result of concurrent validity indicated the significant correlational relationships between the PCSTRS with other STR measures. In supplementary study, the PCSTRS was administered to 360 participants to confirm the applicability of PCSTRS and investigate the relation of STRs and students’ traits, performance, and wellbeing, as well as the differences between the private school and the public school in this relation; the analyses revealed that there were significant differences in trust, intimacy, and care between private and public colleges; positive correlations were found between STRs and self-esteem, self-efficacy, academic performance, extracurricular activity involvement, and subjective wellbeing. Present research firstly develops the PCSTRS, examined the reliability and validity, and provides the proposed nomological network among related constructs. (shrink)

The article presents results of a research of student – teacher relationship styles in the school environment, measured by the stroke economy. The sample includes 339 students between the ages of 13 to 15, of whom 198 are from vulnerable and 141 are from invulnerable groups, and 229 teachers between the ages of 24 to 65. The results present significant differences in the styles used by the three groups. Students from vulnerable groups declare preferences for the styles (...) “Don't accept” and “Don't give yourself”, which is expressed in a tendency to devalue their own achievements and successes. Students from invulnerable groups and teachers express preferences for the styles “Don't accept” and “Don't ask”, which suggests manifestations of characteristics such as confidence and a tendency to reject compliments. The obtained results can be used as an approach to increase the efficiency of the student-teacher relationship and improve the social climate in the classroom. (shrink)

The teacher-student relationship has long been of primary concern to educators and the focus of much educational research. While various theoretical understandings of this relationship exist, ontological understandings of the lived experiences of this relationship are not so prevalent, and there is thus a call for phenomenological studies aimed at uncovering the essential and ontological meanings of this taken for granted phenomenon. This paper reports on such a project and, in particular, some of the challenges (...) encountered in the process of phenomenologically researching the relationship which arises in the context of teacher education between the lecturer and the student teacher. The challenges of phenomenological research are both numerous and complex. These challenges relate to the intensity of the lived experience of the research itself, the meditative attunement of the researcher to the focal phenomenon, and the process of walking in a research process that is mindful of one's own historicity (Gadamer, 1960/1995). While the primary focus of this paper is on the challenges of researching the lecturer-student teacher relationship in a phenomenological way, it nevertheless reflects the unique capacity of a phenomenological approach to respect the centrality and humanity of relationship and to open understanding that affirms this. (shrink)

Respect is a cardinal virtue in schools and foundational to our common ethical beliefs, yet its meaning is muddled. For philosophers Kant, Mill, and Rawls, whose influential theories span three centuries, respect includes appreciation of universal human dignity, equality, and autonomy. In their view children, possessors of human dignity, but without perspective and reasoning ability, are entitled only to the most minimal respect. While undeserving of mutual respect they are nonetheless expected to show unilateral respect. Dewey and Piaget, scions of (...) the same liberal tradition, grant children a larger degree of autonomy and equality thereby approximating the full respect conditions reserved for adults in the prior theories. In this article, after reviewing the premises of respect, I attempt to blend the divide - between minimal and full respect - by separating respect-due from respect-earned . While the former, premised on human dignity, should be granted unconditionally to all, the latter is contingent upon qualities that one possesses or acquires over time. Adding the notion of respect-due is a constraint on the prevalent school practice of turning respect into demands for deference. The relevance of this distinction is discussed in terms of student-teacher relationships. (shrink)

This study employs the scale of Value from Pictorial Assessment of Interpersonal Relationships to investigate the links between the importance attributed by primary students to their teachers and two independent measures of scholastic wellbeing, provided by teachers and parents. During middle childhood, the teacher is one of the most significant adults with whom children interact daily; a student–teacher relationship warm and free from excessive dependency and conflict is very important for children wellbeing; however, children’s recognition of (...) teacher importance as an authority figure has been seldom studied. Children aged 7–11 years were individually asked to draw themselves and one of their teachers in two situations ; the scale of Value from PAIR was used as a proxy of the importance attributed to teachers in each situation. Teachers completed the Student–Teacher Relationship Scale for Closeness, Conflict, and Dependency of each child; parents answered two items about their children’s School Adjustment. All the study variables were firstly analyzed to check gender and age differences. Boys valorized more than girls the teacher’s figure; however, teachers perceived more Closeness and less Conflict with girls. Dependency and Conflict decreased with age, as well as School Adjustment. To assess the links between pictorial valorization of the teacher in Wellbeing and Distress and teachers’ and parents’ evaluations, four separate hierarchical regressions were performed, namely, Closeness, Dependency, Conflict, and School Adjustment, controlling children’s sex and age. The teacher’s pictorial Value in Wellbeing appeared to be related to Closeness and School Adjustment, while a negative relationship emerged between Value and Dependency in Distress. In sum, the recognition of the teacher’s role as an authority figure does not hinder a warm student–teacher relationship and impacts positively on school adjustment. In situations of Distress, dependent pupils showed a diminished appreciation of the teacher’s importance, possibly as a result of a defensive stance. (shrink)

With an emphasis on self-study and the connections between the personal and the professional domain, the authors reflect upon their teaching practice on a postgraduate theatre-based course using the research methodology of a/r/tography. The aim was to develop understanding of teacher/student roles and how these can affect learning. Through researcher reflexivity, focus groups and questionnaires, data were captured from students/participants responding to a video of the researcher’s solo performance work. The research presents itself through three a/r/tographic renderings. First, (...) the experience of seeing tutors in unfamiliar roles is considered. Second, the impact of witnessing tutors taking risks as a performer and being vulnerable is discussed and, lastly, the work illuminates new ways of opening up as teachers. The authors explore how the student’s/participant’s perception of them as tutors seemed to change after witnessing them as artists and how this impacted upon student’s learning for their own assessed performance pieces. (shrink)

This chapter contains sections titled: Higher Yearning 101 Lesson 1: Socrates and Alcibiades on Stalking, Seduction, and Giving Birth Lesson 2: Peter Abelard and Heloise on Fondling and Losing “Tenure” Lesson 3: Heidegger and Arendt on Concealed Unconcealment “So I'll see you after class …”.

Well-being has become extensively viewed as apprehension for administrations in the last decades and schools have been progressively realized as locations for encouraging well-being which is a considerable development in inquiries on mediations connected to learner well-being. In this way, the function of teachers has got specific consideration regarding students’ well-being, given the merits of teacher-student interactions. High-quality educator-learner relationships offer a support base for long-term learners’ education. Educator interpersonal behavior that makes learners feel supported and cared for (...) is known as emotional support. These behaviors can help learners’ emotional and social needs; meet learners’ families, and being available when learners need additional help. This review attempts to consider the eminence of teacher interpersonal behavior and learner-teacher relations in the classroom and indeed illustrate their relationship and influence on students’ well-being. As a final point, this review can provide suggestions and recommendations for teaching participants in the scholastic context. (shrink)

ObjectiveThe study aims to discuss the longitudinal impact of the parent-teacher relationship on students’ academic achievements in China.MethodBased on the China Education Panel Survey, covering the data from 438 classes of 112 schools in 28 county-level administrative areas in China, we used the hierarchical linear model to analyze the data.ResultsWe found that the parents’ active communication with teachers, parents’ participation in parent meetings, teachers’ active contact, whether parents are afraid to communicate with teachers, and parents’ willingness to participate (...) in parent meetings have significant relationships with students’ academic achievements. At the class level, the extent of teachers’ stress from parents’ requests and teachers’ perception of respect from parents also affected students’ academic achievements significantly in the Chinese context.ConclusionThere was a longitudinal association between the parent-teacher relationship and students’ academic achievements. The practical implication was discussed in the paper. (shrink)

Previous governments and other commentators have emphasized the relationship between a teacher's knowledge of the subject material being taught and the quality of learning outcomes. This has been reflected in the entry requirements to Initial Teacher Training of public examination performance in the core subjects. However, disquiet has been expressed as to the efficacy of such qualifications as indicators of knowledge and skills at the entry point. Recent changes to ITT regulations require students' actual knowledge of the (...) content of the three core subjects to be audited. This paper reports and reflects on the effects that re-examining their knowledge and skills in mathematics has had on the confidence of primary trainee teachers. It presents some key questions that must be addressed if the current audit regulations are indeed to benefit our future teachers and to enhance the learning of our pupils. (shrink)

Teachers and teenage students are becoming involved in inappropriate sexual relationships, often leading to devastation and arrest. Teacher-Student Relationships: Crossing into the Emotional, Physical, and Sexual Realms addresses the reasons these relationships develop, considers the roles of modern technology in the development, and offers solutions from within the profession.

Teachers and teenage students are becoming involved in inappropriate sexual relationships, often leading to devastation and arrest. Teacher-Student Relationships: Crossing into the Emotional, Physical, and Sexual Realms addresses the reasons these relationships develop, considers the roles of modern technology in the development, and offers solutions from within the profession.

The academic performance of teacher education students predicts their future career development and it is also a significant factor related to their future students’ academic performance. However, little is known about the associations between perceived classroom climate, student engagement and academic performance, especially for English-major teacher education students. This study was to examine English-major teacher education students’ academic performance in relation to perceived classroom climate, student engagement. The questionnaire consisted of the Emotional Classroom Climate Scale, (...) the Utrecht Work Engagement Scale – Student Form-3 Item, and the 5-item Academic Performance Scale. This study investigated 307 English-major teacher education students in Guangxi, China. Among them, 280 were females, and 27 were males, aged between 18 and 24. Results indicated that perceived classroom climate was positively associated with student engagement and academic performance among English-major teacher education students; their student engagement was positively associated with their academic performance, and student engagement partially mediated the relationship between perceived classroom climate and academic performance. The findings supported the motivational process of study demands-resources model and revealed that perceived classroom climate and student engagement were significant factors linked to academic performance, and practical suggestions were discussed. (shrink)

The relationship between teacher and student is an important element of school education and as such irreplaceable: If we want schools to be good places for those who teach and learn there, we must make sure that the educational relationships between teachers and students are good, too. In research about school education, surprisingly little attention is paid to the normative dimension of the relationship between teacher and student. This lacuna points to a desideratum in (...) the philosophy of education: More should be said about the normative structure of the teacher-student relationship, its role in teaching and learning, and its final value for teacher and student. Answering these fundamental philosophical questions is the core of this book. It offers a normatively rich concept of a good teacher-student relationship that is based on the analysis of two major relationship goods: trust and care. Moreover, the book explains the instrumental value of a good educational relationship for the student’s achievement of epistemic aims of school education as well as the final value of such a relationship for teacher and student. (shrink)

The student-teacher relationship has been consistently associated to positive and generalized outcomes, though its quality seems to be questioned in online teaching, which in turn has had a negative impact on students and teachers’ wellbeing during school closures forced by the COVID-19 pandemic. The current work compared students and teachers’ perceptions of STR quality and quality of life after online and after classroom teaching, and if STR quality relates with perceived wellbeing across those teaching modalities. Participants were (...) 47 teachers and 56 students, who self-reported on the quality of STR and quality of life twice: after 3 months of online teaching and after 3 months of classroom teaching. Quality of life remained stable across teaching modalities. Teachers perceived no differences in teacher-student quality across both moments; students perceived higher conflict after classroom teaching. Closeness in STR associated with increased wellbeing and the reverse was true for conflict, though diverse domains of quality of life were implicated across timings and across teachers and students. These findings concur to online teaching being an impersonal experience for students, where conflict is lower due to the absence of social stimuli; alternatively, teachers may be urged to use the STR as a resource to sustain better positive outcomes even when teaching online, both for them and for their students. (shrink)

Previous studies have demonstrated positive correlations between children’s interpersonal trust and social adjustment. However, the psychological mechanism underlying this effect is still unclear. The current study tested the indirect roles of teacher–student relationships from both students’ and teachers’ perspectives in a Chinese context. In total, 709 pupils from grade three to grade five, and their 17 head teachers from a Chinese public primary school participated in this study. The Children’s Generalized Trust Beliefs Scale, Social Adjustment Scale for Children (...) and Adolescents, and Teacher–Student Relationship Questionnaire were used in this study. All these variables were correlated with each other. Structural equation models showed that the interpersonal trust indirectly influenced social adjustment through the teacher–student relationship from students’ perspectives, while the teacher–student relationship from teachers’ perspectives did not play an indirect role. These findings suggest that the teacher–student relationship perceived by students is more important for children’s social adjustment than that perceived by teachers. Both parents and teachers should pay more attention to developing children’s interpersonal trust, build better teacher–student relationships, and focus more on how children feel about the relationship. (shrink)

To clarify the relationship between higher vocational students’ liking of teachers and their learning engagement, based on the theory of social exchange, 1,279 vocational students in the Yangtze River Delta and the Pearl River Delta in China are used as the research objects. From the perspective of students and teachers, SPSS and AMOS are used to conduct a two-stage linear regression analysis. The results show that students’ liking of their teachers has a positive effect on learning engagement; liking positively (...) affects students’ psychological empowerment; liking of teachers indirectly influences learning engagement through psychological empowerment; teacher’s support positively moderates the indirect relationship between liking of teachers and learning engagement through psychological empowerment. This study attempts to provide practical guidance for college students to provide learning engagement. (shrink)

An attitude of support in the learning environment can positively affect academic outcomes. Educational risks associated with the absence of a positive relationship between teachers and students include: high rates of college dropout, low self-efficacy, and low self-confidence. The vast majority of sociological research concerning the relationship between teachers and students deals with secondary school and high school years. The present study concentrates on the academic trajectory of college students. The first objective of the present study is assessing (...) the impact of the teacher-student relationship on academic achievements starting from the hypothesis that teachers’ respect, trust and care positively influence students’ performances. The second objective is presenting the psychosocial profile of a good teacher in the vision of the questioned students. The study confirmed that equal treatment, the teachers’ patience and extracurricular availability remain important throughout the entire educational process. Concerning the psycho-social profile of a good teacher, qualities that concern providing emotional comfort have the highest share. The present survey brings into light the deficiencies of emotional education in Romanian educational system. The research underlines the importance of didactic training of the teaching staff and the necessity of counseling services. (shrink)

Because of the coronavirus disease 2019 pandemic, the traditional didactic teaching method that is practiced in Confucian culture, an Eastern cultural model, is being challenged by multiple alternative teaching modes. In Western cultures, the teaching behavior of teachers is dependent on their ability to influence the temperament of students; in contrast, teachers in Eastern cultures are influenced by changes in external environment. This phenomenon can mainly be explained by the tendency of students in Eastern cultures to adopt a passive learning (...) style because of Confucianism. On the basis of Confucian culture and literature review, we conducted a Chinese-language questionnaire survey of temperament scales and learning motivation, and 724 effective questionnaires were collected and used to explore the relationship between students’ temperament and learning motivation under three teaching modes, namely, online teaching, traditional offline classroom teaching, and online–offline mixed teaching. Conclusions drawn were as follows. In a Chinese Confucian cultural system, the passive learning style of students and its relationship with the surrounding collective culture creates the temperament characteristics of sanguinity and phlegmatism. Influenced by the traditional Confucian values of benevolence and honesty, students with a melancholic temperament do not focus on their learning motivations. Furthermore, changes in external information, to which such students are sensitive, cause them to give up opportunities easily. Similarly, students with a choleric temperament are sensitive and prone to fluctuating emotions, and they tend to be affected by changes in their external environment. Although students have a strong learning motivation under the traditional offline teaching mode, a paradox in individual cognition exists because of differences between Chinese and Western cultures. Therefore, students generally prefer the online–offline mixed teaching mode to the traditional single teaching mode. This study explored factors that influence students’ learning motivation, namely, individual temperament and educational environment, and provides a reference for the future development of post epidemic education. (shrink)

ABSTRACT As a culture-specific phenomenon, academic dishonesty remains an under-researched domain. The purpose of this study was to voice teachers’ perceptions of: the influential factors contributing to AD, the consequences of AD for the quality of teacher–student relationships, and the specific strategies for regulating TSR. Using a qualitative phenomenological design, we attempted to present a detailed description of teachers’ lived experiences regarding the above aims. The participants were English language and Mathematics teachers with different personal and professional characteristics (...) working in public high schools of Iran. Data was collected through intensive semi-structured interviewing and analyzed by a five-step approach applied to phenomenology in psychological research. Data analysis revealed three general themes regarding teachers’ perceptions with several components. We found that the lack of attention and intrinsic motivation were the prominent perceived factors with consequences for TSR. Also, personal talk and active supervision were the common techniques that teachers utilized with students who commit AD to manage and control the TSR quality. The results were discussed with reference to teachers’ academic discipline, gender, and teaching experience. (shrink)

The present study focuses on the association between peer integration and the development of depressive symptoms in secondary school students. A sample of 393 7th grade students (194 boys, 199 girl...

The present study examined the attitudes of Filipino middle school students toward physical education and the associations between PE attitude and various personal and external correlates of PE. In total, 659 middle school students, aged between 12 and 19 years, participated in the study. The Physical Education Attitude Scale was used to measure affective, cognitive, and motivational/behavioral attitudes of adolescent students toward PE. Results showed that middle school students had moderate general attitudes toward PE. Female students had more favorable attitudes (...) toward PE when their teacher was male than female. When the teacher was female, male students were more satisfied with the PE curriculum than female students. When the teacher was male, female students were more comfortable with the PE curriculum than male students. Finally, students' PE attitude did not decrease as they got older, regardless of student sex. The findings provide a different perspective for the field and underscore the importance of not only the PE curriculum but also the student–teacher relationship. To prevent the decline in students' positive attitude and encourage positive behaviors toward PE and activities, teachers should be very considerate about their interactions with students of the same sex; school administrators, meanwhile, should focus at providing PE teachers with special training courses to enhance both their teaching and communication capabilities. (shrink)

The students’ silence in the classroom has lately become an area of attention of educators and scholars similarly; however, the factors influencing students’ classroom silence are not mainly scrutinized. This construct has been regarded as a problem of the communication between the educator and the learners that not only impact completing the teaching objectives in the classroom but also affect the nurturing of learners’ achievement. In addition, teachers positively have a noteworthy function in learners’ growth and progress and its behavior (...) such as their immediacy remains a significant issue toward stimulating effective educational methods. Whilst teacher immediacy in a classroom setting is important, there is growing awareness about its important effect on learners’ silence and hopelessness. This review tries to provide some considerations about the relationship between teacher immediacy, both verbal and non-verbal, and students’ active silence and hopelessness. Successively, some suggestions are offered to lighten the practice of educators, learners, and teacher instructors. (shrink)

Teachers working in institutions like to affiliate themselves with their organizations taking into account their efficacy toward jobs along with encouraging students in studies. The main objective of the present study is to identify the teachers’ self-efficacy on collective self-efficacy, academic psychological capital, and students’ engagement which consequently affect brand-based equity. The population taken in this study is college students across China, deriving a sample size of 316. The sample has been selected on the basis of the convenience sampling technique. (...) Smart PLS 3.3.5 software has been used in the present study to analyze data for structural equation modeling. The findings of the study had shown that teachers’ self-efficacy does not have any impact on employee-based brand equity, however, significantly affects collective self-efficacy, academic psychological capital, and student engagement. Further, strong and moderate mediations have also been confirmed in the study for collective self-efficacy, academic psychological capital, student engagement between the relationships between teachers self-efficacy and brand based equity, however, collective self-efficacy and academic psychological capital could not find any mediating significance. The results have identified the significant role of teachers’ self-efficacy for collective self-efficacy, academic psychological capital, and student engagement. These empirical findings suggest policy implications for the retention of students in colleges across China. (shrink)

_In universities, quality assurance has initiated teacher evaluation method to know teaching quality. Therefore, the goal is to determine whether a teacher's evaluation is impartial or if there exists a concealed aspect of impression management in assessing teacher performance. This study utilized a quantitative approach, collecting data through primary source (questionnaires) and analyzing it with inferential and statistical methods using the Statistical Package for Social Sciences (SPSS).This study sampled 370 undergraduate and postgraduate students from Mehran University of (...) Engineering and Technology, Jamshoro, Sindh, Pakistan. The study's findings indicate a significant and positive relationship among all variables that are students perception of teacher, teacher evaluation practice, students perception towards teacher evaluation and impression management tactics. Additionally, impression management tactics partially mediate the association between students' perceptions of teachers and teacher evaluation practices. The study reveals that the top three tactics used by teachers are self-promotion, intimidation, and supplication. The study suggests the importance of management considering hidden factors influencing teacher evaluation methods when reviewing filled evaluation forms. It contributes valuable insights by highlighting impression management tactics that can influence evaluation reports, shaping perceptions of teachers positively or negatively. This research significantly contributes to human resource management, particularly in measuring teacher/faculty performance and understanding the impact of impression management strategies._. (shrink)

Brian Hendley; Martin Buber on the Teacher/Student Relationship: a critical appraisal, Journal of Philosophy of Education, Volume 12, Issue 1, 30 May 2006, Page.

This paper explores the relationship between critical thinking and formative assessment. In this paper Popham’s conception of formative assessment as “a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics” is highlighted as well as a framework from Stiggins and associates . Despite vast research that indicates bothpositively impact student achievement, they are “errors of omission” and vastly underutilized in (...) teacher preparation . The national high school graduation rate and lack of college readiness of those who do graduate compel teacher education programs to prepare pre-service teachers who master these constructs . Formative assessment strategies are offered for classroom use and recommendations are made for university faculty who can model these strategies to improve teacher candidate quality. (shrink)

In recent years, many studies have been done to identify the factors that affect teacher emotions at schools. However, the empirical evidence on how teachers’ emotions influence students’ outcomes and performance is not extensive. Against this background, this study explored the correlation between teacher EI and student academic achievement and possible mechanisms may lie in this relationship. A sample of 365 Chinese teachers from 25 public middle schools participated in this study by completing measurements of (...) class='Hi'>teacher EI, teacher work engagement, and teacher self-efficacy. The student academic achievement was assessed by the grades of the previous term reported by the students. The results indicated that teacher work engagement partially mediated the path from teacher EI and student academic achievement. Moderated mediation further showed that teachers with high self-efficacy had a more significant positive impact on the relationship between teacher work engagement and student academic achievement than teachers with low self-efficacy. The limitations of this study were also discussed. (shrink)

Re-Imagining Relationships in Education re-imagines relationships in contemporary education by bringing state-of-the-art theoretical and philosophical insights to bear on current teaching practices. Introduces theories based on various philosophical approaches into the realm of student teacher relationships Opens up innovative ways to think about teaching and new kinds of questions that can be raised Features a broad range of philosophical approaches that include Arendt, Beckett, Irigaray and Wollstonecraft to name but a few Includes contributors from Norway, England, Ireland, Scotland, (...) Spain, Sweden, and the U.S. (shrink)

This essay is written in two sections. The first, following a short introduction, is made up of three scenarios drawn from the life and work of Martin Buber. As well as demonstrating his obvious interest in human relationships with the other-than-human, each scenario describes an encounter between either Buber himself or a stand-in character and a member of the other-than-human world. Together, these scenes not only suggest that I/Thou encounters are possible with the other-than-human, and that they are important for (...) the development of the human I, but also outline characteristics that make such encounters possible. The second section focuses on Buber's description of the “great actor” in order to offer a way teachers might engage their own students with the other-than-human world. Just as the actor embodies both the character and his or her own person in a dramatic role, so the teacher might embody the I/Thou relationship with the natural world, becoming Teacher/Tree, and exemplifying that relationship with the students. (shrink)

Teacher behaviors are one of the most significant factors influencing student learning. Students from different cultures may have different interpretations of their teachers’ behaviors. This study compared the associations between teacher strictness, teacher feedback, and students’ motivational beliefs using data from six Western countries (the United States, the United Kingdom, Finland, Norway, Australia, and New Zealand) and six East Asian regions (Japan, Korea, mainland China, Hong Kong, Macau, and Taiwan) in the Program for International Student (...) Assessment (PISA) 2015. A total of 89,869 15-year-old students were included in data analysis. The findings indicate that (i) teacher strictness was negatively associated with Western students’ motivation, but positively related to that of East Asian students; (ii) teacher feedback had significant positive associations with the motivational beliefs of both Western and East Asian students; and (iii) there was a positive relationship between teacher strictness and teacher feedback in East Asian context. These results highlight the need to consider cultural factors when interpreting students’ reactions to teacher behaviors. (shrink)

Volume 46, Issue 6, November 2020, Page 744-759.

Re-Imagining Relationships in Education re-imagines relationships in contemporary education by bringing state-of-the-art theoretical and philosophical insights to bear on current teaching practices. Introduces theories based on various philosophical approaches into the realm of student teacher relationships Opens up innovative ways to think about teaching and new kinds of questions that can be raised Features a broad range of philosophical approaches that include Arendt, Beckett, Irigaray and Wollstonecraft to name but a few Includes contributors from Norway, England, Ireland, Scotland, (...) Spain, Sweden, and the U.S. (shrink)