I AM: EXPECTATIONS, IMAGINATION, AND REALITY IN THE TEACHER-STUDENT RELATIONSHIP AT THE UNIVERSITY

Authors

  • Fernando Loyola Universidad Peruana de Ciencias Aplicadas, Lima, Perú

DOI:

https://doi.org/10.19083/ridu.3.14

Keywords:

bond between teacher-student, education for adults, teacher self-conscience

Abstract

This article covers the importance of understanding the conscience of oneself and the conscience of the other as a fundamental element within the dynamics of interaction of the teaching-learning process, specifically focusing on the case of adult students who work. Starting from this framework, the article proposes a five phase model: to recognize, to identify, to validate, to respond and to part. These phases will be present in every teacher-student relationship in the context of the course that they build together, suggesting that the success or the failure during its transition could directly impact the results of the learning process.

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Published

2007-12-15

How to Cite

Loyola, F. (2007). I AM: EXPECTATIONS, IMAGINATION, AND REALITY IN THE TEACHER-STUDENT RELATIONSHIP AT THE UNIVERSITY. Revista Digital De Investigación En Docencia Universitaria [Digital Journal of University Teaching Research], 3(2), 10. https://doi.org/10.19083/ridu.3.14

Issue

Section

Original articles