Rodičovské schůzky vedené žáky

• Authors: Ann Pihlgren

Title variants

EN

Student led parent conferences

• Languages of publication: CS

Abstracts

EN

Research shows that most of the talking in parent-teacher conferences2 is done by the teacher and the parent, with few opportunities for the student to express ideas or pose questions. Swedish conferences tend to focus on the shortcomings of the student, and the documentation becomes means to show the student appropriate behaviors, rather than focusing on learning progress. This article will investigate student led parent conferences, a method that aims at shifting the dialogue in favor of the student’s voice and opinions. The work starts with a thematic unit, where the students self-assess their abilities and knowledge in each subject area. The thematic unit ends with each student leading a conference, where the parent will be informed of the student’s present progress and of the learning goals and activities suggested henceforth. If the student understands his/her results, goals, and means to get there, learning will be more effective. In this qualitative study, students, teachers, parents, and school leaders from two schools have been interviewed in groups. The schools have practiced student led parent conferences for five and ten years. The research questions address how the respondents describe the effects of the student led parent conferences on pedagogical planning, school results, and administration, and differences between the schools, and the result is compared to results from previous research on teacher led conferences. Important findings are that the student, when participating in student led parent conferences, understands, describes, and makes strategic decisions about his/her development. Formative and understandable documentation is imperative. These conferences are more informative, have higher pedagogical qualities, and will introduce a more egalitarian division of power in the classroom. Teacher and parent roles change to be more cooperative.

Keywords

EN

parent conference; learning; feedback; meta-cognition

Discipline

• EDUCATION: EDUCATION

• Publisher: Masaryk University, Faculty of Arts
• Journal: Studia paedagogica
• Year: 2014
• Issue: 1
• Pages: 83-102

Dates

published

2014

Contributors

author

Ann Pihlgren

• Studia paedagogica Ústav pedagogických věd Filozofická fakulta Masarykovy univerzity Arna Nováka 1 602 00 Czech republic