Teachers' Experiences in Communicating with Pastoralist Parents in Rural Mongolia: Implications for Teacher Education and School Policy

Autor/inn/en	Sukhbaatar, Batdulam; Tarkó, Klára
Titel	Teachers' Experiences in Communicating with Pastoralist Parents in Rural Mongolia: Implications for Teacher Education and School Policy
Quelle	In: Asia-Pacific Journal of Teacher Education, 50 (2022) 1, S.34-50 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sukhbaatar, Batdulam) ORCID (Tarkó, Klára)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2020.1818056
Schlagwörter	Rural Areas; Parent Teacher Cooperation; Teacher Attitudes; Phenomenology; Elementary School Teachers; Migrants; Preservice Teacher Education; Faculty Development; Context Effect; School Policy; Foreign Countries; Mongolia + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lehrerverhalten; Phenomenological psychology; Phänomenologie; Psychologie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Migrantin; Lehramtsstudiengang; Lehrerausbildung; Schulpolitik; Ausland; Mongolei
Abstract	One important group of people living a special lifestyle in Mongolia is mobile pastoralists. Requirements from the government of Mongolia push pastoralist parents to send their children to schools in settled areas far from their camps. This interpretative phenomenological study explored primary school classroom teachers' experiences in communicating with pastoralist parents during the school year. In-depth interviews were conducted involving six classroom teachers from a rural primary school in eastern Mongolia. We applied Bronfenbrenner's ecological model to organise our findings in our interpretative phenomenological analysis. The findings indicated that classroom teachers had difficulties in communicating with pastoralist parents. The school and teachers heavily relied on a very few traditional forms of communication which was not appropriate given the pastoralist parents' unique situation. This suggested the need for preparing pre-service teachers better for partnering with pastoralist families and their extended family members, and the need for further professional development on this topic for both teachers and school leaders. Our findings were also related to some contextual factors impacting teacher communication with pastoralist parents besides teacher education. This study highlighted the implications for teacher education and school policy. Potential directions for future research were recommended. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01