Lastevanemate ja õpetajate vaheline kommunikatsioon Eesti esimese kooliastme näitel
Date
2019-05-29
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Abstract
Lasteaiast kooli minnes on laps oma perega ja õpetaja(d) üksteisele tundmatud, ometi tuleb igapäevastes olukordades täiskasvanutel lapse toetamiseks teha koostööd, olla dialoogis. Uuringud on tõendanud vanemate ja õpetajate koostöö positiivset mõju lapse heaolule ja arengule. Vähe on uuritud kuidas hea koostöö saavutamiseks luua dialoogi.
Minu doktoritöö eesmärk on sünteesida vanemate ja õpetajate suhtluse erinevaid aspekte. Selleks olen kasutanud nelja uurimissuunda, sidudes need terviklikuks vanemate ja õpetajate kommunikatsiooni mudeliks. Analüüsisin kvalitatiivse sisuanalüüsi (ja diskursuseanalüüsi elementide abil) 18 fookusgrupi intervjuu materjale.
Töö esimene uurimissuund kaardistab erinevate vanemate kommunikatsioonimustrid, ning õpetajate ja vanemate suhtlusvajadused. Tulemustest ilmneb, et lisaks individuaalsetele suhtlusmustritele ja õpetajate erinevale rollitajule on vanemate ja õpetajate suhtluses rida väljakujunenud suhtluse eesmärke (teavitamine; tagasi- ja edasiside saamine; nõu andmine ja saamine), mis võivad realiseeruda nii ühepoolse suhtluse kui ka dialoogina. Töös olen summeerinud suhtlusmustrid, rollitaju ja erinevad eesmärgid suhtlusvajaduseks, mille variatiivsus on väga suur. Teine uurimissuund on seotud organisatsiooni kommunikatsiooni diskursusega, täpsemalt žanritega ja žanriteadmusega. Tulemusena võin tõdeda, et osapoolte žanrialase teadmuse suurendamine on üks kommunikatsiooni tõhustamise võimalusi. Kolmas uurimissuund tuleneb kiiretest muutustest kommunikatsioonitehnoloogia valdkonnas ja puudutab kanali kasutuspraktikaid ning -eelistusi. Töö tulemused näitavad, et kommunikatsioonikanalite kasutuses puuduvad sageli eelnevad kokkulepped, seetõttu ei pruugi õpetaja ja lapsevanema valitud kanalid kattuda ning dialoogilisus toimida. Neljas uurimissuund puudutab vanemate (ja vähemal määral õpetajate) kommunikatsiooni barjääre. Tulemustest selgub, et barjäärid on seotud vanemate kommunikatsioonimustrite, piinlikkustunde, halva kogemuse ja/või tõrkega mõne spetsiifilise kommunikatsioonikanali kasutamisel.
When transitioning from kindergarten to school, a child along with her parents and the teacher(s) are strangers to one another whilst the adults need to routinely work together and maintain a dialogue in order to support the child. Research has proven the positive effects of parent-teacher cooperation on the well-being and development of the child but less is known about the building of the dialogue itself in order to ensure positive cooperation. The intention of this thesis is to synthesize the varying aspects of parent-teacher communication. For this purpose, I have employed four directions in research, intertwining these into a singular and complete parent-teacher communication model. By applying qualitative content analysis (and elements of discourse analysis) the work analyses interview materials from 18 focus groups. The first direction in research maps out the communication patterns of different parents and the parent-teacher communication needs. The results show that in addition to the different communication patterns and the teachers’ varying perception of their roles, the parent-teacher communication holds a number of already defined communication objectives (notification; asking and receiving feedback; giving and receiving advice). Such objectives may be realised via both, one-directional communication as well as dialogue. The work summarizes communication patterns, role perception and varying objectives into communication needs that have a great degree of variation. The second direction in research relates to the discourse of organisational communication, namely genres and genre knowledge. The results conclude that increasing the genre knowledge of the parties involved provides an option for ensuring more effective communication. The third direction in research builds on rapid changes in communication technology and is related to channel usage and preferences. The results indicate that prior agreements are often lacking in communication channel usage, leading to lack of channel overlap and dysfunction in parent-teacher communication. The fourth direction in research has to do with the parents’ (and, to a degree, the teachers’) communication barriers. The results show the barriers to be directly connected to the parents’ communication patterns, embarrassment, a prior negative experience with and/or a reluctance toward using a specific communication channel.
When transitioning from kindergarten to school, a child along with her parents and the teacher(s) are strangers to one another whilst the adults need to routinely work together and maintain a dialogue in order to support the child. Research has proven the positive effects of parent-teacher cooperation on the well-being and development of the child but less is known about the building of the dialogue itself in order to ensure positive cooperation. The intention of this thesis is to synthesize the varying aspects of parent-teacher communication. For this purpose, I have employed four directions in research, intertwining these into a singular and complete parent-teacher communication model. By applying qualitative content analysis (and elements of discourse analysis) the work analyses interview materials from 18 focus groups. The first direction in research maps out the communication patterns of different parents and the parent-teacher communication needs. The results show that in addition to the different communication patterns and the teachers’ varying perception of their roles, the parent-teacher communication holds a number of already defined communication objectives (notification; asking and receiving feedback; giving and receiving advice). Such objectives may be realised via both, one-directional communication as well as dialogue. The work summarizes communication patterns, role perception and varying objectives into communication needs that have a great degree of variation. The second direction in research relates to the discourse of organisational communication, namely genres and genre knowledge. The results conclude that increasing the genre knowledge of the parties involved provides an option for ensuring more effective communication. The third direction in research builds on rapid changes in communication technology and is related to channel usage and preferences. The results indicate that prior agreements are often lacking in communication channel usage, leading to lack of channel overlap and dysfunction in parent-teacher communication. The fourth direction in research has to do with the parents’ (and, to a degree, the teachers’) communication barriers. The results show the barriers to be directly connected to the parents’ communication patterns, embarrassment, a prior negative experience with and/or a reluctance toward using a specific communication channel.
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Keywords
lapsevanema-õpetaja suhe, lapsevanema-kooli suhe, lapsevanemad, õpetajad, kommunikatsioon, suhtlemine, esimene kooliaste, Eesti