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To Involve Parents in the Assessment of the Child in Parent-Teacher Conferences.
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences. (Pedagogiskt arbete)
2011 (English)In: Early Childhood Education Journal, ISSN 1082-3301, E-ISSN 1573-1707, Vol. 38, no 6, 465-474 p.Article in journal (Refereed) Published
Abstract [en]

This article explores the face-to-face interactions between parents and teachers in parent–teacher conferences in the Swedish preschool. The article highlights how the preschool teacher introduces the conference by using a specific artifact, so-called “strength cards” with words relating to characteristic behaviour and qualities. The theoretical framework is adopted from research of institutional talk and discourse analysis. The empirical material consists of two cases included in a larger study of parent–teacher conferences. The analysis reveals that the talk not only focuses on the assessment of the individual child but also is directed at the cards, the procedure, and the importance of parents being active and involved in learning the procedure. In addition, the cards are used by the teacher as a tool that governs parents towards becoming ‘good enough preschool parents’ who are cooperative and able to categorise and label their own children, that is, follow the institutional discourse. The analysis also shows that parents take control in order to overcome institutional barriers to parents’ involvement.

Place, publisher, year, edition, pages
Springer Netherlands, 2011. Vol. 38, no 6, 465-474 p.
National Category
Pedagogical Work
URN: urn:nbn:se:liu:diva-66227DOI: 10.1007/s10643-010-0436-7ScopusID: 2-s2.0-79952043222OAI: diva2:402585
Available from: 2011-03-08 Created: 2011-03-08 Last updated: 2015-01-22Bibliographically approved

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Markström, Ann-Marie
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Education, Teaching and LearningFaculty of Educational Sciences
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