Abstract
Perceptions about the relationship between teacher and student refer to the confidence, motivation and interest of the students, and to the expectations and attitudes of the teachers. With the aim of arousing and encouraging discussions about these aspects that can, eventually, improve the relationship between teachers and students through the study of a teacher’s perceptions about this relationship, this article was carried out in the light of Critical Discourse Analysis and studies focusing on teachers’ expectations. The corpus – answers to a questionnaire applied to a high school teacher at a San Diego/CA suburban school – was submitted to the analysis of the author’s position regarding her role as teacher. The willingness to engage in a good relationship with students was present in the corpus as expected. However, there were a few unexpected occurrences: predominantly dominant attitude about problem solving, heterogeneity in the division of responsibilities, and explicit citation of power struggle in the classroom.
Highlights
THE CLASSROOMEducational studies have emphasized the importance of research and debates on the teacher-student relationship (HUGHES et al, 2012; BARILE et al, 2012; RAUFELDER et al, 2013) to examine and develop techniques and methods of teaching
The corpus – answers to a questionnaire applied to a high school teacher at a San Diego/CA suburban school – was submitted to the analysis of the author’s position regarding her role as teacher
Through the discourse of this teacher, we intend to offer the possibility to other educators and education professionals to perceive their own attitudes and beliefs and that, in such way, improve their positioning in the classroom
Summary
THE CLASSROOMEducational studies have emphasized the importance of research and debates on the teacher-student relationship (HUGHES et al, 2012; BARILE et al, 2012; RAUFELDER et al, 2013) to examine and develop techniques and methods of teaching (see ANTHONY, 1963). This research was, conducted with the purpose of awakening and encouraging discussions about these aspects that can, improve the relationship between teachers and students With this purpose, we analyze the voice of the teacher as a starting point to understand this relationship. We analyze the voice of the teacher as a starting point to understand this relationship This does not mean the devaluation of the other aspects mentioned above— motivation, interest and self-confidence of the student; as well as the school administration, the pedagogical approach of the teacher, among others—but rather the introduction to a debate that can generate the perception that the school environment is one of the determining elements for the improvement of the educational system. Through the discourse of this teacher, we intend to offer the possibility to other educators and education professionals to perceive their own attitudes and beliefs and that, in such way, improve (or reaffirm) their positioning in the classroom
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