Parent-Teacher Communication from the Perspective of the Educator

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dc.contributor.authorMajor, Enikő
dc.date.accessioned2024-07-22T19:57:23Z
dc.date.available2024-07-22T19:57:23Z
dc.date.issued2023-12-23
dc.description.abstractSeveral, mostly quantitative, studies have already examined the relationship between teachers and parents, as well as the positive effects of parental involvement. The aim of this study is to explore how parental involvement is realized in communication between the two actors. In the framework of a qualitative study, semi-structured interviews were conducted with 31 teachers teaching in elementary schools, and the analysis was performed using the Atlas.ti software. Based on our findings, we concluded that regular communication, common language use, a positive attitude from both parties, and the appropriate use of information and communication technology tools are essential for effective communication. The practical significance of this is that teacher trainees should also emphasize practical education, with a special focus on their ability to establish appropriate communication with parents of different socioeconomic backgrounds.en
dc.formatapplication/pdf
dc.identifier.citationCentral European Journal of Educational Research, Vol. 5 No. 2 (2023): New Approaches to Family-School Partnership , 13-24.
dc.identifier.doihttps://doi.org/10.37441/cejer/2023/5/2/13281
dc.identifier.eissn2677-0326
dc.identifier.issue2
dc.identifier.jatitleCEJER
dc.identifier.jtitleCentral European Journal of Educational Research
dc.identifier.urihttps://hdl.handle.net/2437/376041
dc.identifier.volume5
dc.languageen
dc.relationhttps://ojs.lib.unideb.hu/CEJER/article/view/13281
dc.rights.accessOpen Access
dc.rights.ownerby the authors
dc.subjectparental involvementen
dc.subjectmaintaining contacten
dc.subjectcommunicationen
dc.titleParent-Teacher Communication from the Perspective of the Educatoren
dc.typefolyóiratcikkhu
dc.typearticleen
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Central European Journal of Educational Research (DE-journals)