Kuusimäki Anne-Mari, Uusitalo-Malmivaara Lotta, Tirri Kirsi
Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland.
Department of Education, Helsinki Collegium for Advanced Studies, University of Helsinki, Helsinki, Finland.
Front Psychol. 2019 Nov 14;10:2257. doi: 10.3389/fpsyg.2019.02257. eCollection 2019.
Well-functioning communication is crucial in all work communities. A respectful and trusty partnership between parents and teachers in schools is essential not only for pupils but also for the well-being of the whole organization. Communication is at the heart of such a partnership. Although most parent-teacher communication nowadays takes place on digital platforms, not much is known about the specific role of digital communication (DC) in building parent-teacher partnerships. In an attempt to find out we asked 400 Finnish parents and 80 teachers about their experiences of communicating digitally and the kind of matters they discussed, and how they thought feedback on pupils should be expressed. The data was content-analyzed. Three categories related to DC content were identified: study-related matters, behavioral issues, and sensitive issues. Parental and teachers' expectations of how pupil feedback should be expressed also fell into three categories: a good balance of encouraging and corrective feedback, more encouraging feedback, and a constant emphasis on the child's weaknesses. These results have research and practical implications for teacher well-being.
良好的沟通在所有工作群体中都至关重要。在学校里，家长和教师之间建立起相互尊重和信任的伙伴关系不仅对学生至关重要，对整个学校机构的良好运转也必不可少。沟通是这种伙伴关系的核心。尽管如今大多数家校沟通是在数字平台上进行的，但对于数字通信（DC）在建立家校伙伴关系中所起的具体作用，我们了解得并不多。为了弄清楚这一点，我们询问了400名芬兰家长和80名教师关于他们数字通信的经历、他们讨论的事项类型，以及他们认为应如何表达对学生的反馈。对数据进行了内容分析。确定了与数字通信内容相关的三个类别：学习相关事项、行为问题和敏感问题。家长和教师对如何表达学生反馈的期望也分为三类：鼓励性反馈和纠正性反馈的良好平衡、更多鼓励性反馈，以及持续强调孩子的弱点。这些结果对教师的幸福感具有研究和实践意义。
