THE DYNAMICS OF TEACHER AND STUDENT ROLES AS AN ONGOING RELATIONSHIP
THE DYNAMICS OF TEACHER AND STUDENT ROLES AS AN ONGOING RELATIONSHIP

Summary/Abstract: The term „role” is used to designate realities of psychosocial relationships. Consequently, the definition of the concept will always be interdisciplinary, from a psychological, sociological, praxeological, axiological, and, in the context of our work, a pedagogical one, whereby the interdependencies involved in the educational process are analyzed, in which the teacher is the coordinator and the one responsible for the effects. The various taxonomies include „roles: specialised (according to status), those that are the expression of aspirations (in essence) and assumed, organised, possible to modify, because they are created or imposed, but also have a certain degree of freedom. To these can be added permanent or current roles (in terms of temporality), individual or collective (by origin), psychosocial, pedagogical (by content), weak, balanced or strong (by consistency), flexible or rigid (by form), simple or complex (by difficulty)” (Joiţa, 2000, 40). Their importance is evident from the perspective of relations between people - understood as a continuous present of joint action. The analysis focused on the teacher-student relationship is an opportunity to record psychosocial conditioning and ways to eliminate the potential for symbolic violence.

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