Trust Between Teacher and Student in Academic Education at School

Abstract

What is the nature and what is the role of trust between teacher and student in academic education at school? Providing a philosophically informed answer to these questions is the aim of this paper. In its first part, I present a relationship account of trust based on two fundamental assumptions: first, trust between teacher and student is essentially about them being in a trust relationship, and second, the reasons for trust are relationship dependent. The second part explores the role of trust by looking at two aspects of academic education at school: the student's acquisition of knowledge from the teacher's testimony and the student's development of epistemic confidence, the latter being a key constituent of competent epistemic agency. Drawing on findings from developmental psychology, I explain how trust is involved in successful academic education at school. My aim is to provide a detailed conception of trust in the teacher–student relationship, as well as a conclusive argument for the importance and the value of trust in academic education at school.

Trust, Science Education and Vaccines

“…The issue of student trust in their school education is under-researched, with the emphasis in the research that has been undertaken mainly being on trust between students and their teachers (Platz, 2021 ), which is not the focus of this article. However, we do know quite a lot about the way in school science education, especially as students age, fails to engage with many of them (Archer et al, 2012 ; Sheldrake et al, 2019 ).…”

Effectiveness of the FHaCE Up! Program on School Violence, School Climate, Conflict Management Styles, and Socio-Emotional Skills on Secondary School Students

“…Teachers support students responses during the activities and collaborate to improve the understanding of each skill, which may empower participatory opportunities, a major factor in the school climate [74]. Teachers' social support is also associated with emotional engagement, and strong emotional bonds can emerge between teachers and students, which is another major factor in the school climate [65,75].…”

“…program can be effective in reducing school violence and improving the school climate. In addition, this type of intervention can address teachers and families engagement, as both can improve their conflict management style while increasing their participation in the school community, which is considered a major factor in the creation of a democratic and safer school environment [81,82], as students perceive more support from their school community [75,78].…”

Teacher Competencies in Facing Limited Face-to-face Learning in the New Normal Era

“…Teachers must be able to recognize the characteristics and needs of each child, so that children have the confidence to study with teachers at school. Trust is a key component of a good teacherstudent relationship in a good learning environment [22].…”