Parent-Pre-School Teacher Relations during the COVID-19 Pandemic -- Promoters and Undermining Factors

Autor/inn/en	Tish, Sigal; Levy, Iris; Tal, Pninat; Peleg, Alona
Titel	Parent-Pre-School Teacher Relations during the COVID-19 Pandemic -- Promoters and Undermining Factors
Quelle	In: Pedagogical Research, 8 (2023) 1, (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Tish, Sigal) ORCID (Levy, Iris) ORCID (Tal, Pninat) ORCID (Peleg, Alona)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2468-1989
Schlagwörter	Preschool Teachers; Parent Teacher Cooperation; COVID-19; Pandemics; Distance Education; Electronic Learning; Teacher Student Relationship; Foreign Countries; Student Teachers; Israel + Suchen Sie Ihr Suchwort? 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; Distance study; Distance learning; Fernunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin
Abstract	The COVID-19 pandemic compelled teachers to grapple with the challenge of distance learning and remote communication with pre-school children and their parents. This study examines how student-teachers perceived their and the teacher's relations with the pre-school children and parents during the first lockdown. The study is based on a mixed-method, quantitative and qualitative, research design among ten third-year student-teachers in Israel. 56% reported that relations with parents during the first lockdown were strengthened, which they attributed to several factors (e.g., parental desire to establish a routine and maintain the child's connection with their friends and teacher, and a desire to advance their children). Other factors were perceived to undermine parent-teacher relations (e.g., number of siblings, busy parents, economic and emotional stress, technological illiteracy). The study underscores the importance of a holistic and ecologic approach to relations among early childhood education teachers, student-teachers, parents, and children, and the critical need for partnership and transparency between the pre-school teacher and student-teacher. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01