Teaching is a deeply relational activity, however despite the import of teacher-learner relationships within the general field of higher education, adult education and when fostering transformative learning it is often overlooked, poorly defined and understood. This paper pulls together various theoretical perspectives, best practices, and current research. By recognizing the significance of relationships both between learners and teachers when fostering transformative learning, both can be more informed of how to more effectively engage in relationships in the classroom.

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