Förtroendefulla relationer mellan lärare och elev
Sammanfattning
This thesis aims to explain how trustful relationships between teachers and
students are expressed in the Swedish compulsory school system, and to explore
what a trustful relationship implies for teacher and student.
The empirical material presented is derived from field studies. The work of
five teachers in five different schools was observed over various periods of time.
The material has mostly been collected by means of observations in the
classroom but also using interviews and informal conversations. The classroom
observations focus on trustful relationships between teacher and student. The
interviews with the teachers were conducted both as formal interviews and as
informal talks where both the teachers and the students took part. A
phenomenological lifeworld approach has been used both when collecting and
interpreting the empirical material; in particular, Lögstrup’s theory about the
ethical demand is used to understand trust.
The students’ life and world are intertwined and expressed during the school
day, and the teacher has to receive this in a way that leads forward. In the results,
four dimensions of trustful relationships are identified. The teachers care about
the students; the teachers also listen, set limits and encounter students’ resistance
in a trustful way. The dimensions of trustful relationships that are reported in this
study can be divided into those that deepen and confirm the trust and those
which test and hopefully also confirm the trust.
This study contributes to an understanding of what trustful relationships and
students’ lived experience can imply for ordinary school work. When the teacher
and the students have trust in each other the relationships allow each student to
be met in a way that is the best for him or her, i.e. according to each student’s
needs. This study also hints that a trustful relationship seems to be necessary in
creating opportunities for the student to learn and to believe in his or her own
ability.
Examinationsnivå
Doctor of Philosophy
Universitet
Göteborgs universitet. Utbildningsvetenskapliga fakulteten
University of Gothenburg. Faculty of Education
Institution
Department of Pedagogical, Curricular and Professional Studies ; Institutionen för didaktik och pedagogisk profession
Disputation
Fredagen den 14 juni 2013, kl 13.00. Kjell Härnqvistsalen, Pedagogen hus A.
Datum för disputation
2013-06-14
E-post
annika.lilja@ped.gu.se
Datum
2013-05-24Författare
Lilja, Annika
Nyckelord
förtroendefulla relationer,
skola
lärare
elev
livsvärldsfenomenologi
Publikationstyp
Doctoral thesis
ISBN
978-91-7346-754-4 (tyckt)
978-91-7346-755-1 (pdf)
Serie/rapportnr.
Gothenburg Studies in Educational Sciences
338
Språk
swe