Teacher-student relationship and its impact on students’ desire for knowledge
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Abstract
With this paper, we would like to discuss the impact of teacher-student interactions on students’ commitment to academic achievement. We conducted interviews with teachers from a high school for young adults, and students from the same school.Based on a psychoanalytic approach, preliminary results show that professional engagement of teachers takes place founded on three levels: the institutional framework; their personality; and their relation to the unconscious. Teachers establish a personalized relationship with students and their commitment to the student's academic success seems therefore to be strong,due in part to tutoring and small number of students in the classroom. The relationship thus established has a significant impact on the way a student approaches school and learning. Students are more likely to pursue their education when they feel
comfortable and supported by their teachers due to the singular bond encouraged by the institutional framework.
Keywords: School dropouts; relation to knowledge; teacher-student relationship; desire for knowledge; subject.
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