Teacher–student relationships in higher education: experiences, meanings, and practices of academic support
DOI:
https://doi.org/10.64092/09x24e73Keywords:
Teacher-student interaction, university teaching, academic support, learning experienceAbstract
The relationship between teachers and students is a crucial dimension of the teaching and learning process in higher education, as it influences motivation, participation, and academic development. This study aimed to analyze how this educational bond is constructed in a university teacher training program, based on the experiences narrated by those participating in the training process. The research employed a qualitative approach with a phenomenological orientation. Semi-structured interviews were conducted with teachers, and focus groups were held with students. The data were analyzed using interpretive thematic analysis. The results show that trust in the teacher, pedagogical communication, empathy, academic support, and the definition of professional boundaries are central dimensions in building the teacher-student relationship. These interactions influence academic motivation, classroom participation, and how students interpret their professional training. Tensions associated with perceptions of distance or disinterest in teaching were also identified.
The study allows us to understand university teaching as a practice in which interactions and the bond formed through them articulate pedagogical, didactic, and socio-emotional dimensions, and provides elements for reflecting on the role of the teacher-student relationship in university education.
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