Exploring student-teachers’ perceptions of the ‘teacher-student relationship’

Abstract

This study investigates the perceptions of student-teachers on the “teacher-student relationship” (TSR). Semi-structured interviews are used, during which participants are asked to draw on their teaching practice experiences as well as other personal experiences that play a significant role in their perceptions of the TSR. The data is analysed thematically using Braun & Clarke’s six-phase analysis. The participants of this study are seven (7) student-teachers reading for a ‘Master in Teaching and Learning’ at the University of Malta and who completed both of their teaching practice placements that are required for them to graduate as teachers. The analysis reveals patterns in the data collection whereby participants describe teacher-student relationships depending on how they look at the protagonists of the relationship, that is, the student and teacher. Findings indicate that, like any other relationship, teacher student relationships are multifaceted and require time and space to flourish, and are impacted by various elements. Participants identify the teacher-student relationship in terms of the class climate cultivated by the educator, and as foundational for the student’s educational experience to be meaningful. From their teaching practice and personal experiences, as well as from the motives behind their decision to read for a degree in teaching and learning, the student-teachers emphasise the long-lasting effects of the teacher-student relationship which has the capacity to shape students’ lives. The findings of this study provide valued insights about the student-teachers’ perceptions and raise various implications for practice.