THE ESSENCE OF THE CONCEPT OF “TRUSTING RELATIONSHIPS” IN PEDAGOGY
DOI:
https://doi.org/10.55640/Keywords:
trusting relationships; trust; pedagogical interaction; dialogical communication; subject–subject relations; primary education; teacher–student relationship; pedagogical psychology; social interaction; value-based attitudes.Abstract
This article examines the essence of the concept of trusting relationships as a pedagogical phenomenon within the framework of subject–subject interaction and dialogical communication in the educational process. Drawing on classical and contemporary works in pedagogical psychology, social psychology, and pedagogy, the authors analyze trust as a value-based attitude that determines the quality of pedagogical interaction between teachers and students. Special attention is given to the role of dialogue, joint activity, predisposition toward trust, and previous interaction experience in the formation and development of trusting relationships. The article systematizes scientific approaches to understanding trust and trusting communication, clarifies their socio-psychological and pedagogical foundations, and substantiates the significance of trusting relationships for creating a positive emotional climate, enhancing cooperation, and improving educational outcomes. On the basis of theoretical generalization, a working definition of trusting relationships between younger schoolchildren and primary school teachers is proposed, and key conditions for their formation in the pedagogical process are identified. The study creates a conceptual foundation for developing a theoretical model of forming trusting relationships in primary education.
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