Fostering Connection: Exploring Support, Empathy, and Relationship-Building among Student Teachers

Abstract

This study examines student teachers’ experiences in creating supporting relationships during their teaching exercise. A mixed-method approach included survey data and qualitative reflections from 42 pre-service teachers. The survey assessed levels of support, cooperation, sympathy and trust regarding teacher-student relations. Analysis revealed themes of supporting professional relations, empathy development, trust in teacher-student relationships, and practical training requirements. Results showed high support levels from Mentors and Student Teachers. However, only 28.58% reported positive collaboration with colleagues. Participants showed increased Empathy towards students’ needs, with 42.86% reporting improved understanding. Qualitative findings highlighted perspective changes towards students with special requirements. All participants agreed on the value of strong teacher-student relationships in learning outcomes. Areas identified for additional training included inclusive education, communication skills, and field-based learning. The study emphasizes mentorships and relationship capabilities in preparing teachers for inclusive education. Recommendations include increasing field experiences and targeted training.