Teacher-student Relationship in Critical pedagogy as a Problem Posing Education

Teacher-student relationship is one of the key elements of education and can be considered as an indicator of the quality of teaching and learning. In traditional education, teachers are considered as final authorities of knowledge who transmit information to students mostly through monologic lecturing. In a problem posing education advocated by critical pedagogy, however, teachers are responsible to use their authority to direct the students toward a cooperative learning community in which they also learn along with their students. Moreover, by engaging and activating learners’ desire to interact and communicate, learning will be enhanced. To this end, teachers as problem posers require to involve students in a dynamic process of learning in which they play an active role. This article discusses teacher-student relationship from a problem posing education approach to help educators to reconsider their role in their classes and improve the quality of learning.

Keywords:

teacher-student relationship , critical pedagogy , problem posing education , learning community