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Teacher-student Relationships: The Meaning of Teachers' Experience Working with Underachieving Students

Maria Oreshkina1 / Katherine Greenberg1

Education Department, University of Scranton, Linden Street 800, McGurrin Hall 12, Scranton PA 18510, USA1

Department of Educational Psychology, University of Tennessee, 1122 Volunteer Blvd East, Bailey Education Complex, Knoxville, TN 37996-3452, USA2

This content is open access.

Citation Information: Journal of Pedagogy / Pedagogický casopis. Volume 1, Issue 2, Pages 52–66, ISSN (Online) 1338-2144, ISSN (Print) 1338-1563, DOI: 10.2478/v10159-010-0009-2, February 2011

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Teacher-student Relationships: The Meaning of Teachers' Experience Working with Underachieving Students

This paper is based on phenomenological interviews with teachers who worked with underachieving students in South Africa, Russia, and the United States. It focuses on the analysis of meanings that teachers constructed while describing their relationship with underachieving students and how metaphors worked to construct such meanings. The researchers also used Buber's "I-Thou" concept as an interpretive lens to further understand the meanings of teacher-student relationships. The study concludes that the teacher-student relationship is one of the fundamental themes of the teaching experience and is common for teachers from different countries.

Keywords: Qualitative research; phenomenology; metaphor analysis; teacher-student relationships

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