Positive teacher-student relationships

Abstract

This study examined methods used to promote positive teacher student relationships among student teachers in the university based teacher education in Tanzania. Guided by conceptual change theory, the study argued that proper methods are vital for student teachers to develop positive teacher-student relationships ability alongside other teaching skills. A sample of 355 student teachers and teacher educators was sampled from different subject specialisations. The study employed indepth interviews and questionnaires. The University of Dar es Salaam, with the most diversified specialisations was selected as a typical case for the study. Findings of the study revealed that faculties have always employed role modelling, educational courses, teaching practice, and subjects’ didactics courses their bottlenecks notwithstanding. Teacher educators have shown varying and contradicting positions regarding the nature of positive teacher-student relationships. These implied that there are inconsistencies in the meaning and value attached to positive teacher student relationships in teacher education. The study recommends for the reorientation and redefinition of teacher-student relationships as an entry point for maintaining consistency and mainstreaming its importance.