Structural Conditions of the Teacher-Student Relationship: An Analysis of Teachers' Discourses in the Current Context of Educational Reform in Chile

Keywords: teacher-student bond, emotions in teaching, new public management, focus groups, episodic interviews, critical discourse analysis, Chile

Abstract

The bond between teacher and student, which involves feelings and emotions, is fundamental to the educational process and is embedded in social, historical and structural elements. Considering this, the purpose of our research was to understand the discourse that teachers built around the structural conditions of the teacher-student relationship. To achieve this goal, we worked from the perspective of critical discourse analysis and used two techniques for data production, focus groups and episodic interviews. Study participants were teachers from four secondary schools in Santiago de Chile. For data analysis we followed the three-dimensional model proposed by Norman FAIRCLOUGH.

The main results presented in this article show that teachers mentioned structural determinants of the bond, such as a hierarchical educational institution, the oppressive educational model, and society as an overwhelming structure. However, also contradictions and discursive variability in the positioning of teachers were identified, possibly due to the current context of reforms and social mobilization for education.

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Author Biographies

Natalia Albornoz Muñoz, Universidad de Chile

Natalia ALBORNOZ MUÑOZ es psicóloga y magister en psicología educacional por la Universidad de Chile. Miembro del Equipo de Psicología, Educación y Sociedad EPES. Actualmente cursa estudios de doctorado en la Pontificia Universidad Católica de Chile. Sus principales temas de investigación son trabajo docente y relación profesor-estudiante.

Rodrigo Cornejo Chávez, Universidad de Chile

Rodrigo CORNEJO CHÁVEZ es psicólogo y doctor en psicología por la Universidad de Chile. Académico del Departamento de Psicología. Investigador del Observatorio Chileno de Políticas Educativas OPECH, co-coordinador para Chile de la Red Latinoamericana de Estudios sobre el Trabajo docente ESTRADO, miembro del Grupo de Trabajo "Políticas Educativas y Derecho a la Educación" del Consejo Latinoamericano de Ciencias Sociales CLACSO. Sus principales temas de investigación son trabajo docente y política educativa.

Jenny Assaél Budnik, Universidad de Chile

Jenny ASSAÉL BUDNIK es psicóloga de la Universidad de Chile. Académica del Departamento de Psicología de la Universidad de Chile e investigadora del Observatorio Chileno de Políticas Educativas OPECH. Co-coordinadora para Chile de la RED Latinoamericana de Estudios sobre Trabajo docente ESTRADO, Co-coordinadora del grupo de trabajo "Políticas Educativas y Desigualdad en América Latina y el Caribe" del Consejo Latinoamericano de Ciencias Sociales CLACSO. Sus principales temas de investigación son política educativa y cultura escolar.

Published
2017-09-01
How to Cite
Albornoz Muñoz, N., Cornejo Chávez, R., & Assaél Budnik, J. (2017). Structural Conditions of the Teacher-Student Relationship: An Analysis of Teachers’ Discourses in the Current Context of Educational Reform in Chile. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 18(3). https://doi.org/10.17169/fqs-18.3.2632
Section
Single Contributions