NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1000159
Record Type: Journal
Publication Date: 2012-Jul
Pages: 23
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-1443-1394
Exploring Relationships in Education: A Phenomenological Inquiry
Giles, David; Smythe, Elizabeth; Spence, Debra
Australian Journal of Adult Learning, v52 n2 p214-236 Jul 2012
Research that seeks to understand the lived experience of the teacher-student relationship is not prevalent. This article reports on a phenomenological inquiry which explored the nature of this relationship in the context of teacher education. Participant's lived experiences were hermeneutically interpreted against the philosophical writings of Heidegger and Gadamer. In this way, the research focused on the teacher-student relationship as it is "experienced" by lecturers and student teachers in pre-service teacher education programs, rather than how it might be "theorised". The research found that relationships are essential and matter to the educational experience whether this is recognised or not. Similarly, a teacher's comportment was found to have a communicative aspect that is felt and sensed. Further, relationships are experienced as a play that is lived beyond the rules of engagement. Consistent with critical approaches to education, this research calls for the re-educating of educators towards essential understandings of relationship and the relational sensibilities that are integral to being in relationship.
Adult Learning Australia. Level 1, 32 Northbourne Avenue, Canberra, ACT 2603, Australia. Tel: +61-02-6274-9515; Fax: +61-02-6274-9513; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand