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education: A phenomenological inquiry  \nDavid Giles Flinders University  \nElizabeth Smythe & Debra Spence Auckland University of Technology  \nResearch that seeks to understand the lived experience of the teacher-student relationship is not prevalent. This article reportson 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’.  \nThe 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  \nExploring relationships in education 215  \na play that is lived beyond the rules of engagement. Consistent with critical approaches to education, this research calls for there-educating of educators towards essential understandings of relationship and the relational sensibilities that are integral to being in relationship.  \nIntroduction  \nRelationships are at the heart of educational encounters. When a teacher stands in front of students, they relate. When a student meets with a teacher, they relate. Remembering teacher-student experiences brings back memories of feeling inspired, bored or perhaps overlooked. Curricula, lesson plans and learning outcomes are long forgotten, but the impact of relationships lives on.  \nHow the teacher-student relationship is conceptualised varies considerably. For some, the essential aspect of this relationship is what happens between the teacher and student, as if the relationship comprises an interpersonal space across which the teacher and student traverse (Hartrick Doane 2002; Metcalfe & Game 2006) . What lies between those relating is variously described as a space, a gap, or an opening, which allows room for relational happenings. Inter-actions occur as trans-actions exchanged from one person to the other. Buber (1996, 2002) describes relationships that accentuate differences between those relating as “I-it” relationships. These relationships tend to objectify the participants, the relationship, and the transactional nature of the relationship. Palmer’s (1999) concern is that relationships that are reduced to such an objectified form of relating privilege technique and efficiency over relationship.  \nFor others, relationship speaks about a connectedness that exists, a connectivity that is basic to our humanity (Bennett 1997) . Relational connectedness emphasises holistic relationship rather than the space  \n216 David Giles, Elizabeth Smythe and Debra Spence  \nbetween those relating. This view of relationship shifts the attention from the functionality of the space between people to an inherent connectedness that is integral to relationship (Hooks 2003; Gibbs 2006). Educational processes that value relational connectedness seek to nurture the wholeness of students through a genuine concern for the teacher-student relationship (Miller & Nakagawa 2002) .  \nRe-framing relationships within the context of a community draws attention to the inter-connectedness of the many shared relationships that co-exist in everyday experiences (Palmer 1997) .  \nThe many relationships within a particular context resemble a ‘web of communal relationships’(Palmer 1998: 95) .  \nWhile there is value in theorising from empirical data about relationship, it is equally important that educational research consider the ‘lived experiences’ of relationships in education as this draws us towards essential understandings ofthe relationship.  \nResearch","cbCaitGMV4MX4lcu","https://ap.wps.com/l/cbCaitGMV4MX4lcu","pdf",237742,23,"English","# Introduction\n## Conceptualising teacher-student relationships\n# Research foundations\n## Philosophical underpinnings (Heidegger and Gadamer)\n## Key understandings of the inquiry","[{\"question\":\"What central relationship does the study investigate?\",\"answer\":\"The study investigates the lived teacher-student relationship within teacher education, especially how it is experienced by lecturers and student teachers in pre-service programs.\"},{\"question\":\"What research approach guides the inquiry?\",\"answer\":\"It is phenomenological, focusing on a particular phenomenon (the teacher-student relationship), and hermeneutic, aiming to disclose essential meanings through prior and variable understandings.\"},{\"question\":\"Which philosophers inform the research foundations?\",\"answer\":\"The inquiry is underpinned by the philosophical writings of Heidegger and Gadamer, supporting understanding of phenomenology and everyday experience in the lifeworld.\"}]","Exploring relationships in education | PDF",1792077342,58]