First-Year Preschool and Kindergarten Teachers: Challenges of Working with Parents

Autor/in	Mahmood, Sehba
Titel	First-Year Preschool and Kindergarten Teachers: Challenges of Working with Parents
Quelle	In: School Community Journal, 23 (2013) 2, S.55-86 (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Beginning Teachers; Preschool Teachers; Kindergarten; Barriers; Parent Teacher Cooperation; Social Exchange Theory; Interviews; Teacher Surveys; Parent Participation; Qualitative Research; Vocational Interests; Teacher Role; Interpersonal Communication; Interpersonal Competence; Cultural Differences; Expectation; Professional Identity; Socioeconomic Status; Preservice Teacher Education; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Theorie des sozialen Wandels; Interviewing; Interviewtechnik; Elternmitwirkung; Qualitative Forschung; Berufsinteresse; Lehrerrolle; Interpersonale Kommunikation; Interpersonale Kompetenz; Kultureller Unterschied; Expectancy; Erwartung; Socio-economic status; Sozioökonomischer Status; Lehramtsstudiengang; Lehrerausbildung; Ausland; Neuseeland
Abstract	The significance of relationships between the parents and teachers of preschool and kindergarten children is well established. Teachers and schools are presumed to be responsible for lack of parent-teacher collaboration. Internationally, early childhood teacher education programs recognize this and offer courses related to parents and families. This study documented the views of preschool and kindergarten teachers in their first year of teaching, focusing on areas of concern about working with parents. This research utilizes the social exchange theory as its conceptual framework to examine if the absence of reciprocity from parents can result in problems for new teachers. Interviews conducted with 14 first-year teachers in New Zealand indicate that parental involvement remains challenging for early childhood teachers. The four constructs in the findings reflected the social exchange theory: lack of reciprocity, difficulties of building relationships, power-dependence, and social identity of early childhood teachers. The findings reveal that, despite the new teachers' efforts, some parents are not responsive. The successful functioning of this partnership requires active participation and willingness of not only the teachers but parents as well. Simply portraying the "ideal" image of a relationship that the new teacher should be establishing through preservice teacher education is inadequate. The rhetoric regarding parent-teacher relationships should reflect the reality of practice. To ensure the success of new teachers, the challenges of working with families should be part of the explicit discourse of teacher education. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; Web site: http://www.adi.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10