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”Viktigt!” ”Utmanande” och ”Ömsesidigt”    : En fenomenografisk studie om förskolepedagogers upplevelser av den dagliga föräldrasamverkan
Södertörn University, Teacher Education.
Södertörn University, Teacher Education.
2018 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
“Important!” “Challenging” and “Mutually” : A study of preschool teachers experiences of daily parent cooperation (English)
Abstract [en]

With a phenomenographic perspective this thesis aims to study preschool teachers experiences of parent cooperation. In order to complete the aim of this study we have formulated three inquiries:    

  • What qualifications do the preschool teacher consider contributing to good cooperation?    
  • What qualifications do the preschool teacher consider leads to a lack of cooperation?   
  • What appears as power relationships in the preschool teacher experiences?    

According to the curriculum, preschool teacher requires to build trustworthy relations with parents. This appears to be a complex task. With a quantitative method the data in this study consist of seven interviews with preschool teachers that work in preschools. With our phenomenographic approach we were able to find different categories from the preschool teachers experienced narratives. This thesis consists of an inductive study where the preschool teachers narratives determine our theoretical notions. The notions are: Cooperation, communication, attachment relationship, intercultural knowledge and empowerment, the conclusion of the study reveals that power relations exist between parents and preschool teachers, the teachers have a power position because of their knowledge and parents because of their right to choose among preschools. The study shows that the task to please parents needs can be difficult, it also shows that misunderstandings and the increased number of children in the group aggravates the mission to fulfil the curriculum assignment regarding cooperation with parents. The result also shows that creating a trustful relation with mutual understanding of each other differences can lead to improve the cooperation.    

  

Place, publisher, year, edition, pages
2018. , p. 50
Keywords [en]
Parent teacher cooperation, Parent teacher role, Cooperation, Preschool teachers experiences. Power relations, Early childhood education
Keywords [sv]
Föräldrasamverkan, Pedagoger och föräldrars roller, Samverkan, Förskolepedagogers upplevelser, Maktrelationer, Förskola
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:sh:diva-35397OAI: oai:DiVA.org:sh-35397DiVA, id: diva2:1212106
Subject / course
Förskolepedagogiskt område
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2018-06-01 Created: 2018-06-01 Last updated: 2018-06-01Bibliographically approved

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fulltext(875 kB)322 downloads
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d68cd74d6c1bbd3af71ecc837beb46f6fb7140c38a28b54a7bf1ac2c661a40125b9a6843cf226e1bcb1b98e38ebbe079a7de551491bb2a5263f28bedd9b1ad9b
Type fulltextMimetype application/pdf

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf