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”Har man inte föräldrarna med sig så kommer man ingenstans”: ‐om lärares relationer till föräldrar med barn som har ”problem”
University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology. (BUV)ORCID iD: 0000-0002-2589-0631
2015 (Swedish)Report (Other academic)
Abstract [en]

The study is part of a project of cooperation between University West and the elementary schools of the Municipal of Uddevalla. Since the project has an interactive approach the purpose/research questions and the choice of methods have been developed in dialogue between researcher and practitioners. The overall purpose has primarily been to make visible both the good examples as well as the difficult situations in teacher´s relationships with children defined as “having problems”, as well as with their parents. Further it is to develop and strengthen the professional competence of the teachers. The specific aim of this part of the project is to explore how teachers perceive theirrelationships with the parents of children defined as ”having problems”? What are the possibilities and which are the obstacles? The empirical material consist of ten qualitative interviews with female teacher´s teaching in 1-3 grade. The theoretical point of departure is a relational approach and a perspective of power. Relational work, relational competence and relational practices are understood as being entangled with practices of power. The analysis shows that the informants emphasize the role of the parents in supporting their children and that they see it being of vital importance to create a trusting relationship with the parents. To create and sustain this relationship the informants use a multitude of relational practices; such as giving positive feed- back, making the child responsible, listen, show empathy, be personal as well as setting boundaries. The ideal for cooperation is a partnership in which the teacher and parent/s work together as a team, however with the teacherdefining “the problem” and leading the work. The mail obstacle to co-operation is defined by the informants is the lack of insight or understanding of the parents, them not willing to acknowledge of the “problems” of their child.

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst , 2015. , 119 p.
Series
Rapport Högskolan Väst, 4
Keyword [sv]
Relationell pedagogik, lärarroll, makt, föräldradeltagande, relationell professionalitet
National Category
Pedagogical Work
Research subject
SOCIAL SCIENCE, Pedagogics; SOCIAL SCIENCE, Sociology
Identifiers
URN: urn:nbn:se:hv:diva-8730OAI: oai:DiVA.org:hv-8730DiVA: diva2:874810
Available from: 2015-11-28 Created: 2015-11-28 Last updated: 2016-12-01Bibliographically approved

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Johansson, Anna
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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • 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