teacher, student, communication, moral aspects of communication

The personality of a teacher and his or her relationship to students has been a much-debated issue. The influence of a quality relationship between the teacher and the student during the complete educational process is beyond question. The presented article reflects on the ethical aspects of the teacher-student relationship. The study group included 127 students (practising or future teachers) of the Department of Education. Using the reminiscence method, the participants were asked to describe a situation when they felt somewhat harmed by a teacher. The research was designed as a concurrent immersed (grounded) strategy. The data was collected concurrently in terms of the qualitative and quantitative approach, however, the data acquired by one method are dominant in the research analysis (Cresswell, 2003). In our case, the qualitative data were the dominant data (acquired by in-depth analysis of the students’ statements); the quantitative data (frequency) had more of an additional and enriching character. Our qualitative analytical work with data was based on procedures analogous to open axial coding within the Grounded Theory (Strauss, Corbin, 1999; Hendl, 2016). The students’ ruminations pointed out examples of a pathogenic teacher-student relation, contradictory to ethical principles. Some reminiscences even related to the period of preschool development.