Å BLI SETT = Å LÆRE Lærer-elev-relasjon og dens betydning for faglig utvikling


  • Veronica Rønning
  • Lillian Dyhre Lia


Teacher-student relation, academic development, youth, the nearest development zone, scaffolding, authoritative teacher style.


This article highlights how three young people emphasize the teacher-student relation regarding their academic development. The data were collected through unstructured interviews, based on a qualitative interview technique called the indirect approach. Common for these three youth is how they in different ways have struggled with math at school and talk about several experiences with different teacher-student relationships. The teacher`s ability to see them in their academic development zone seems to be crucial. By doing this, the teachers organize and support the student at the right level. Furthermore, they emphasize the importance of how the teacher leads the class. Altogether, the youth stories show that the teacher's ability to see students and be a clear leader in the classroom develops safe teacher-student relationships. To shed light and understand the experience of being seen and supported by the teachers, we have used Vygotsky's theory of the nearest development zone and Wood, Bruner and Ross's scaffolding theory. Furthermore, we highlight how the teacher leads the class through theories illuminating the difference between an authoritarian and an authoritative teacher style, and how these different styles impact the ability to see and help the students in their academic development.