Ethical Aspects of the Teacher-Student Relationship

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17450%2F19%3AA210223A" target="_blank" >RIV/61988987:17450/19:A210223A - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Ethical Aspects of the Teacher-Student Relationship

Popis výsledku v původním jazyce

The personality of a teacher and his or her relationship to students has been a much-debated issue. The influence of a quality relationship between the teacher and the student during the complete educational process is beyond question. The presented article reflects on the ethical aspects of the teacher-student relationship. The study group included 127 students (practising or future teachers) of the Department of Education. Using the reminiscence method, the participants were asked to describe a situation when they felt somewhat harmed by a teacher. The research was designed as a concurrent immersed (grounded) strategy. The data was collected concurrently in terms of the qualitative and quantitative approach, however, the data acquired by one method are dominant in the research analysis (Cresswell, 2003). In our case, the qualitative data were the dominant data (acquired by in-depth analysis of the students’ statements); the quantitative data (frequency) had more of an additional and enriching character. Our qualitative analytical work with data was based on procedures analogous to open axial coding within the Grounded Theory (Strauss, Corbin, 1999; Hendl, 2016). The students’ ruminations pointed out examples of a pathogenic teacher-student relation, contradictory to ethical principles. Some reminiscences even related to the period of preschool development.

Název v anglickém jazyce

Ethical Aspects of the Teacher-Student Relationship

Popis výsledku anglicky

The personality of a teacher and his or her relationship to students has been a much-debated issue. The influence of a quality relationship between the teacher and the student during the complete educational process is beyond question. The presented article reflects on the ethical aspects of the teacher-student relationship. The study group included 127 students (practising or future teachers) of the Department of Education. Using the reminiscence method, the participants were asked to describe a situation when they felt somewhat harmed by a teacher. The research was designed as a concurrent immersed (grounded) strategy. The data was collected concurrently in terms of the qualitative and quantitative approach, however, the data acquired by one method are dominant in the research analysis (Cresswell, 2003). In our case, the qualitative data were the dominant data (acquired by in-depth analysis of the students’ statements); the quantitative data (frequency) had more of an additional and enriching character. Our qualitative analytical work with data was based on procedures analogous to open axial coding within the Grounded Theory (Strauss, Corbin, 1999; Hendl, 2016). The students’ ruminations pointed out examples of a pathogenic teacher-student relation, contradictory to ethical principles. Some reminiscences even related to the period of preschool development.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50100 - Psychology and cognitive sciences

Projekt

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Návaznosti

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

5th International Conference on Lifelong Education and Leadership for All, Conference Proceeding Book

ISBN

978-605-66495-7-8

ISSN

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e-ISSN

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Počet stran výsledku

11

Strana od-do

315-325

Název nakladatele

ICLEL

Místo vydání

Sakarya

Místo konání akce

Baku

Datum konání akce

9. 7. 2019

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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