نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری برنامه‌ریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، ایران
2 دانشیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، ایران
3 دانشیار تکنولوژی آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، ایران
4 استادتمام گروه روش ها و برنامه ریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، ایران
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Teacher-parent communication is one of the types of communication aimed at implementing the curriculum in the education system, and factors are effective on this communication. This study was conducted with the aim of identifying the factors affecting the parent-teacher relationship with the aim of implementing the primary school curriculum from the perspective of teachers and parents and identified these factors with a descriptive phenomenological qualitative research method. Participants in the research were 15 teachers and 10 parents from primary schools in Birjand city, who were selected in a purposeful way and participated in semi-structured interviews. Sampling continued until data saturation. Claysey analysis method was used to analyze the collected data. The findings from the lived experiences of teachers and parents regarding the factors affecting parent-teacher communication in 7 main themes of time and place conditions, age and gender, scientific, economic and social status, lack of demanding and constructive critical spirit, communication beliefs and motivations, place Education and type of school, competencies and communication skills were classified. In general, the findings show that several factors related to teachers and parents affect the relationship between them, some of which are related to the personal characteristics of people as well as their economic, social and scientific conditions.
کلیدواژه‌ها [English]
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