KaydedilenlerDerginizi ekleyin

Dergiler / Participatory Educational Research / 2021 / Cilt: 8 - Sayı: 3

“Let me have a seat and see what's going on in this class”: Perspectives of Early Childhood Teachers about Parental Confrontation

Rabia FİLİK-UYANIK
H. Özlen DEMİRCAN
Gözdenur IŞIKCI-BAŞKAYA
Sayfa
105–120
Yayın Tarihi
2021-08-01
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

In conclusion, this study revealed a need for the construction of professionalism in early childhood education settings within the societal perspective

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Interpersonal relations are identified as affiliation and connections between teachers and parents in the context of education.
📊
Temel Bulgular & Veri:Although the number of studies on the nature of interpersonal relations between these two counterparts have increased in recent years, the studies conducted about confrontational situations, especially in the early childhood educational context, are scarce.
💡
Sonuç & Katkı:In conclusion, this study revealed a need for the construction of professionalism in early childhood education settings within the societal perspective
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:parental confrontation · deprecation for early childhood education · victimization toward teachers

Abstract

Interpersonal relations are identified as affiliation and connections between teachers and parents in the context of education. Although the number of studies on the nature of interpersonal relations between these two counterparts have increased in recent years, the studies conducted about confrontational situations, especially in the early childhood educational context, are scarce. Whereas confrontational behaviors, which are intense and unexpected, may set barriers for a strong and quality parent-teacher dyad. Within this context, this study explored how early childhood teachers perceive the confrontational behaviors of parents. Interpretive phenomenological approach draws upon data from twelve semi-structured interviews. The data acquired from the participants was subjected to thematic analysis using MAXQDA. The analysis revealed three main themes regarding teachers' perceptions of parental confrontation: deprecation for early childhood education, incongruity of the parents’ actions and the modus operandi of the school, and parental violence against teachers. Indeed, the participants reported a wide-ranging confrontational behaviors of parents varying from the self-ordained to violent behaviors. The participants stated that they felt being frustrated, blamed and manipulated by parents. Although the presence of both psychological and physical violence was mentioned in the interviews, psychological violence like insulting, mocking, and deliberate insolence was more prevalent. In conclusion, this study revealed a need for the construction of professionalism in early childhood education settings within the societal perspective

🔖

Bu Makaleye Atıf Yap

FİLİK-UYANIK, R., DEMİRCAN, H. Ö., IŞIKCI-BAŞKAYA, G. (2021). “Let me have a seat and see what's going on in this class”: Perspectives of Early Childhood Teachers about Parental Confrontation. Participatory Educational Research, Cilt: 8 - Sayı: 3, 105–120. https://ajindex.com/articles/239066

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (6)

  1. Appelbaum, M. (2009). How to Handle Hard-to-handle Parents. Thousand Oaks, CA: Corwin Press.
  2. Benjamin, M. D. (2015). Teacher and parental influence on childhood learning outcomes (Unpublished doctoral dissertation). Walden University, Minnesota. Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Cambridge, Mass: Harvard University Press Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. doi: 10.1191/1478088706qp063oa. Brink, H. I. L. (1993). Validity and reliability in qualitative research. Curationis, 16(2), 35-38.
  3. Campbell, C. (2011). How to involve hard-to-reach parents: Encouraging meaningful parental involvement with schools. Nottingham: National College for Leadership of Schools and Children’s Services. Retrieved from https://dera.ioe.ac.uk/12136/1/download%3Fid=156367&filename=how-to-involve-hard-to-reach-parents-full-report.pdf
  4. Cisneros-Chernour, E. J., Cisneros, A.A., and Moreno, R. P. (2000). Curriculum reform in Mexico: Kindergarten teachers’ challenges and dilemmas. Paper presented at the Lilian Katz Symposium, Illinois: Champaign. Creswell, J. W. (2013). Qualitative Inquiry & Research Design: Choosing Among Five Approaches. Thousand Oaks, CA: SAGE Publication. Çakmak, Ö. Ç., Nesli̇türk, S., Asar, H. (2014). Okul öncesi öğretmenlerinin “veli” kavramına ilişkin metaforik algıları [The metaphoric perception of preschool teachers on the concept of parents]. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (18), 679-712. doi: 10.14520/adyusbd.794 Denzin, N.K. (1978). Sociological methods: A sourcebook. New York: McGraw-Hill. Dukes, S. (1984). Phenomenological methodology in the human sciences. Journal of Religion and Health, 23(3), 197-203. doi: 0.1007/BF00990785 Egan, G. (1976). Interpersonal Living: A Skills/Contract Approach to Human Relations Training in Groups. Monterey, CA: Brooks/Cole Publishing Company. Elsayed-Elkhouly, S. M. (1996), Styles of Handling Personal Conflict in Egypt. United States, Africa, and the Gulf States, Cross Cultural Management: An International Journal, 3(1), 20-32.
  5. Guo, S., & Pungur, L. (2008). Exploring teacher education in the context of Canada and China: A cross-cultural dialogue. Frontiers of Education in China, 3(2), 246–269. doi: 10.1007/s11516-008-0016-4
  6. Guo, Y., Wu, X., & Liu, X. (2019). Challenges and Opportunities in Parent-Teacher Relationships in Contemporary China. Comparative and In