| Summary: | The research focuses on the value of the teacher´s competence for students with deficiency of motivation for learning and development. A teacher’s socio-emotional competence may give these students energy to seize their own future and contribute to positive personal development for themselves. This research contributes to the understanding of the content of the social inter-action between teacher and student. Relations that develop have significance for the student’s development and growth. Main topics in this connection are: How important is human inter-action between teacher and student as a basic condition for learning and development? What encourages and what obstructs positive inter-action between teacher and student? Are teachers and school-leaders conscious of the positive inter-action and how does this express itself? Finally one may ask the question: Can guidelines be developed for the practice and understanding of positive inter-action? Knowledge and understanding is based on the use of different scientific methods. In essence the use of method is qualitative in a retrospective perspective. The qualitative investigations have both been individual and collective/group based. Students, teachers and school-leaders who participated in the research were my collaboraters associated with a certain schoolclass during the years 1976 – 1980. The individual part has consisted of experiences and acts written down in journals or “books of retrospection”. The collective or group-based part is attached to a seminar were the participants have been gathered in order to reflect upon their common experiences from this particular period of their school days. The result of these group-based investigations have been compared with the content of my journals. Examinations with a broader scope have been carried out to detect trends in the content of relations between adults and young people in today’s society both at school and during spare time. The empirical data give reasons to discuss the social inter-active learning- and developing-perspective. In this discussion the significance of human inter-action between teacher and student is closely attached to kognitive- and social competence. Essential in this regard is knowledge of what kind of actions encourage or obstruct the development of the processes that result in personal growth or recognition/acknowledgement, and how significant these processes are as a basis for the kognitive learning. The results show that many students have a need for untraditional structures in relation to their own development. Modification of behaviour often occurs in connection to emotional learning, in situations where psychodynamic surplus and motivation for kognitive development and growth is created. The teacher has to make an effort to find the students “home ground” through careful observations and spontanious actions in his/her encounter with the student. Through a joint adventure/stay on the student’s arena, opportunities for insight into important values for meaningful, constructive and confluent didactic processes can be created. This type of inter-action often creates a break from traditional structures in school. The results of the investigations in this thesis suggest a great significance for the processes involving positive inter-action between teacher and student and therefore gives these processes great attention. This thesis defines the untraditional as a form of necessary nonstructure where the consequencies of our social actions in a learning perspective is central. === Godkänd; 2000; 20061116 (haneit)
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