The Narrative Analysis of the Interactive Processes between a Female Elementary School Teacher and Parents-The recollection of the relationships between the teacher and parents

• Main Authors: Jui-o Hsu, 許瑞娥
• Other Authors: I-Ching Huang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/98917642893857415847

碩士 === 國立臺南大學 === 社會科教育學系教學碩士班 === 94 === A procedure is based on qualitative methodology in this study to analyze the life stories of the interactions between a female elementary school teacher (Sunflower Teacher) who has worked for 30 years and parents. The purposes of the this study are to reveal the teacher’s gradual change due to the interactions, to find out the important factors which influence the interactions, and to discuss the professional competency and knowledge which the teacher possesses to deal with the challenges from parents during the interactions. The study resources are mainly from interviewing and document collection and analysis as the subsidiary. What this study has found are listed below: 1. the factors which influence the parent-teacher interaction (1)the factor of circumstances A. the experiences from childhood：The teacher’s family is well-fixed, and she usually encourages students with material awards. B. different school environments：Because city schools which have more educational resources are very different from suburban schools, the interactions between teachers and parents are also different. C. the change of social circumstance： (A)before - Teachers were highly respected by the society. (B)now-The parents’ educational participation is emphasized. (C)social atmosphere-The social image of teachers has changed. (2)the factor of important events A.the buffet due to the controversy of the student’s GPA of graduation: Because of the event, the teacher changed her position to become a homeroom teacher of the music gifted class in school. B.the buffet due to ill communication with the parents in the music gifted class: Both of the teacher and parents’ expectations for students are so different that the teacher cannot bring her professional abilities into full play. (3)the factor of people A.father: He supports Sunflower Teacher all the time as well as provides professional suggestions. B.husband: He always stands by Sunflower Teacher and gives sufficient help both in spirit and household affairs. C.the colleagues: They and Sunflower Teacher help one another go though the conflicts with parents. D.students’ parents：Different parents in different time keep challenging the teacher’s professional knowledge and competency. E.the personality of Sunflower Teacher: She is optimistic, elastic, penetrative, and easy to get along with people. 2. the teacher’s gradual change due to the interactions The interactions started from “little contact”, “frequent contact”, “continuous conflict” to now “sincere and honest communication”. 3. the professional knowledge and competency which Sunflower Teacher possesses to face the challenges and to improve the relationship with parents: (1)the Sunflower Teacher’s strategies to manage the questioning of her professional ability from parents: the basis of educational theories and competency from pre-job training and the on-job self-promotion of professional competency and knowledge (2)the Sunflower Teacher’s strategies to improve the relationships with parents: A.Introduce the teacher’s educational ideals and beliefs through parent/teacher conference day or class newsletters. B.Communicate with parents face to face or through phone calls and daily parent contact log. C.Apply the work experience of being the chief of student counseling. D.Be active in learning new professional competency and knowledge.