The place of teacher-student interaction in student motivation during the implementation of a transformative pedagogical strategy

Abstract

The present study aimed to understand the perceptions of high school students about how teacher-student interaction contributes to their motivation during a transformative pedagogical strategy. A qualitative methodology with a case study design was used, 20 tenth grade students from the philosophy class participated. A grounded theory analysis was carried out where axial coding allowed organizing the students’ perceptions in the following subcategories: novel activities and the active role of the students, challenges and group dynamics and contextualization of the content, promotion of participation and situated/contextualized explanations, attitude and personality of the teacher, and teacher-student interaction. It is recognized that, in maintaining student motivation, teacher-student interactions characterized by the positive attitude of the teacher, emphasis on the intersubjective sphere and the implementation of novel activities stand out as fundamental factors.