The importance of the bond between teachers and students in shaping their school experiences in secondary school
In this article we examine the importance of the bond between teachers and students in shaping their school experiences. To do so, we rely on data that comes, on the one hand, from a research that explored students' perspectives on teaching and learning practices in secondary school and their r...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Humanidades, Instituto de Investigaciones en Educación
2025
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| Materias: | |
| Acceso en línea: | https://revistas.unne.edu.ar/index.php/riie/article/view/8353 |
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| Sumario: | In this article we examine the importance of the bond between teachers and students in shaping their school experiences. To do so, we rely on data that comes, on the one hand, from a research that explored students' perspectives on teaching and learning practices in secondary school and their relationship with the meanings that the school experience assumes for them. On the other hand, we compare these findings with results from a study in which we explored the teachers' perspective about their work experience, through the development of workshops with secondary school teachers. The intersection of these perspectives highlights the importance assigned to the personalization of the bonds between teachers and students in the configuration of their school experiences. Building a personal relationship of knowledge, trust, and mutual respect is presented as the basis and necessary condition for motivating and contributing to engagement in school tasks and for building legitimacy for teacher authority. In this article, we reflect on the importance assigned to this affective dimension and on possible labor effects for teachers that could arise from these requirements for personal involvement and commitment to each student. |
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