نبذة مختصرة : The primary aim of this qualitative study was to explore the relationships between teachers and language learners based on Noddings' (1998) and Logstrup's (1997) care theory, focusing on the faceptions of Iranian language learners in public schools. Data were collected through interviews with ten language learners in these schools. The data were then analyzed using the coding stages of grounded theory (Corbin & Strauss, 1990) and MAXQDA software version 24. In this research, 22 sub-codes and four main codes were identified, leading to the development of a new theoretical model for the teacher-student care relationship. The main categories of this relationship included communication and interaction, teaching methods, understanding and support, and individual characteristics of teachers. Additionally, the subcategories encompassed: respect, reciprocal relationships, individual attention, patient listening to students, dialogue with students, relational literacy, teacher courage in initiating care relationships, honesty, compassion, encouragement, full enagement, motivational shifts, emotional support, trust-based communication, supportive environments, appropriate teaching methods, teacher availability, student interaction, realistic expectations from students, responsiveness, and the incorporation of fun and humor. The results suggests several educational implications for policymakers, teachers, and language learners from a psychological faspective, aiming to enhance their understanding and application of the concept of 'care,' which will contribute to teachers' professional growth and improve students' educational outcomes. [ABSTRACT FROM AUTHOR]
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