Samarbeid og medverknad i grunnskulen: "Tid for samtale". Ei intervjuundersøking med foreldre om foreldresamtalen.
Master thesis
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Date
2012-05-10Metadata
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- Department of Education [315]
Abstract
The objective of this study has been to develop new knowledge about how school parents experience the meeting with the school through the parent conferences. This conversation between teacher, parents and pupil is required for all primary schools in Norway by law to implement twice a year, for at least 20 minutes each time. Six parents of children in second, fifth and ninth grade have shared their experience with me through qualitative research interviews. Five informants were mothers, while one was a father. The interviews were conducted in neutral places, such as library, café and assembly hall, and the informants volunteered after I had informed about the project in parent meetings in different schools. The analysis mainly consisted of the following steps: transcription and structuring, simplifying and focusing, organizing and categorizing, and finally; drawing conclusions and returning quotations into the data set. The main finding in this project is that parents look forward to, and give priority to, participating in the parent conferences. They emphasize that the parent conference is a very important arena for the collaboration with the school. None of the informants state that they usually share academic inputs with the teacher during the parent conferences, or even discuss teaching methods or ideas with the teacher. My main impression is that the parents tend to believe that teachers are professionals in teaching matters, who do not need perspectives or ideas from the parents. When asked to picture the ideal parent conference, all informants state that they would like more dialogue-time with the teacher during the school year. All informants tell that, due to the child's presence in the conference, it feels strange and unnatural to discuss difficult topics. The informants prefer that some of the conference was held without the child participating. While working with this project, I have also gotten a view on how the parents experience the cooperation with the school in general. Roughly, I find that the informants hold the collaboration with the school as important, and the parent conference stands out as the most prioritied arena, from the home's perspective. When gathering the findings in this study, I have identified some main criteria which the parents point out to be vital for the parent conference's success. These criteria are: the organizing of the conference takes into account the parents' life situation, right focus in the dialogue, the teacher's conduct in the dialogue, and the disposition of the conversation time. Målet med studien har vore å få fram ny kunnskap om korleis foreldre opplever møtet med skulen gjennom foreldresamtalen. Denne samtalen er pålagt alle grunnskular i Noreg å gjennomføra minst to gonger kvart skuleår, i minimum 20 minutt kvar gong. Seks informantar til barn på 2. trinn, 5. trinn og 9. trinn har delt erfaringane sine med meg gjennom kvalitative forskingsintervju. Fem informantar var mødrer, medan ein var far. Intervjua var gjennomført på nøytrale stader (bibliotek, kafé og forsamlingshus), og informantane melde seg frivillig etter at eg fekk høve til å informera for prosjektet på foreldremøte. Analysearbeidet gjekk hovudsakleg føre seg i desse omgangane: transkribering og strukturering, forenkling og fokusering, organisering og kategorisering, og til slutt konklusjonar og tilbakeføring til datamaterialet. Ad-hoc-metoden er namnet som karakteriserer analysearbeidet i studien. Hovudfunnet i prosjektet er at foreldra ser fram til og prioriterer deltaking på foreldresamtalen. Dei formidlar at foreldresamtalen er ein svært viktig samarbeidsarena i møte med skulen. Ingen av informantane oppgjev at dei pleier å kome med faglege innspel i foreldresamtalen, og hovudinntrykket mitt er at dei tenkjer at pedagogane er fagfolk på feltet og ikkje har bruk for innspel frå foreldra. Dersom dei får velja fritt korleis foreldresamtalane var organiserte, ser alle foreldra det som ideelt å auka samtaletida per skuleår. Alle informantane opplever det noko ubehageleg og unaturleg å ta opp vanskelege emne når barnet er til stades, og ynskjer at ein viss del av samtaletida vart øyremerkt samtale med lærar utan barnet til stades. I grove trekk opplever eg at informantane ser på samarbeidet med skulen som viktig, og at foreldresamtalen står fram som den mest prioriterte arenaen for samarbeid frå foreldra si side. Ut i frå funna i denne studien, har eg identifisert nokre hovudkriterium som foreldra peikar på som avgjerande for at foreldresamtalen i etterkant skal verta oppfatta som vellukka. Desse er dei følgjande: at organiseringa av samtalen tek omsyn til foreldra sin livssituasjon, rett fokus i sjølve samtalen, lærar si framferd undervegs i samtalen, og disponering av samtaletida.
Publisher
The University of BergenCopyright
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