Teachers' knowledge and educational relationship. A narrative research

Authors

  • Clara Arbiol Gonzalez Universidade de Valência (UV)
  • Dolo Molina Galvañ Universidade de Valência (UV)

DOI:

https://doi.org/10.5007/2175-795X.2017v35n2p502

Abstract

In this article we consider the process we are following an investigation in which we explore the educational relationship. We focus the study in this educational relationship due to the fact that different studies, both national and international, prove that it is precisely the presence, absence or perversion of this bond what enables or block the learning opportunities for students. Our aim is to analyze the practices and knowledge that teachers put into play to support the educational relationship. We learn from teachers. And we try to explore the meaning and ways to consider this knowledge in initial teacher training.

 

Author Biographies

Clara Arbiol Gonzalez, Universidade de Valência (UV)

Doutora em Filosofia e Ciências da Educação pela Universidade de Valência (UV), Espanha. Professora da Faculdade de Filosofia e Ciências da Educação da Universidade de Valência (UV), Espanha.

Dolo Molina Galvañ, Universidade de Valência (UV)

Doutora em Educação pela Universidade de Valência (UV), Espanha. Professora da Faculdade de Magistério da Universidade de Valência (UV), Espanha

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Published

2017-08-04

How to Cite

Arbiol Gonzalez, C., & Molina Galvañ, D. (2017). Teachers’ knowledge and educational relationship. A narrative research. Perspectiva, 35(2), 502–521. https://doi.org/10.5007/2175-795X.2017v35n2p502

Issue

Vol. 35 No. 2 (2017): Teacher training in essays: research, education, university

Section

Articles of Issues

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