| Summary: | 碩士 === 國立花蓮教育大學 === 幼兒教育學系碩士班 === 94 === Abstract
This study adopted the method of case study, and the participant was a public kindergarten teacher. The data were collected through documents, telephone interviews, semi-structural in-depth interviews, and reflective journals, in order to understand the teacher’s perspectives and experiences on parent-teacher communication.
The results showed that the communication perspectives of the teacher included three parts:
1. The importance of parent-teacher communication:
（1）proper parent-teacher communication facilitating parents’ participation
（2）providing support to teachers
（3）enhancing the cooperation between parents and teachers
2. Affecting factors of parent-teacher communication:
（1）cognitive differences
（2）personal factors
（3）situational factors
（4）the influence of significant persons
（5）cultural gap
（6）workshops
3. Methods of parent-teacher communication:
（1）telephone interviews
（2）face-to-face meetings
（3）written notices
（4）family visits
（5）parent-teacher activities
The experiences of the subject teacher on parent-teacher communication:
1. Communication related to children:
（1）interpersonal relationship of the children
（2）special behaviors of the children
（3）children rejecting kindergarten
（4）special events
（5）children’s ability of taking care themselves
（6）moral education
2. Communication related to teaching:
（1）phonetics teaching
（2）theme teaching
（3）talent teaching
3. Communication related to parents:
（1）parent-teacher meetings
（2）parent-teacher reading club
（3）Sunflower drama group
（4）family get-together
（5）release of safety agreement
（6）parent participation
The subject teacher believed that when facing difficulties in parent-teacher communication, teachers should deal with the problems and play an active role.
Keywords: kindergarten teacher, parent-teacher communication, perspectives and experiences, case study
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