Skip to main content
padlock icon - secure page this page is secure

Open Access De ervaringen van beginnende en ervaren leerkrachten in het contact met ouders

Download Article:
 Download
(HTML 54.4 kb)
 
or
 Download
(PDF 176.8 kb)
 
Abstract

The experiences of beginning and experienced teachers in parent teacher contact

Beginning teachers struggle during their first years, which is shown in the number of beginning teachers that leave the profession. 25 percent leaves within five years. This is worrying, as there is a lack of teachers. Beginning teachers experience multiple problems, such as high workload. Which is largely caused by parent teacher contact. In this study, the relation between the amount of work experience in primary education, and the positive or negative experiences with parent teacher contact is studied. Interviews with primary school teachers from six elementary schools in the Northern part of the Netherlands are conducted by the method of storytelling, which is a form of narrative inquiry. Ten beginning teachers and ten experienced teachers were selected. Through these interviews, multiple stories were found, which were coded inductively and deductively. Content analysis showed some differences between beginning and experienced teachers. Beginning teachers seem to feel more insecure than experienced teachers, caused by their lack of experience and having no children themselves. Thereby, beginning teachers feel less appreciated by parents than experienced teachers do. However, similarities between beginning and experienced teachers are many times as large as the differences. Beginning and experienced teachers have the same ideas about cooperating with parents. Both see a decrease of teacher authority and an increase of critical parent attitude. Both experience many support of their colleagues or coach at work.
No References for this article.
No Supplementary Data.
No Article Media
No Metrics

Keywords: beginning teachers; experienced teachers; parent teacher contact; parent teacher cooperation; teacher education

Document Type: Research Article

Affiliations: 1: Emmely ten Have MSc. studeert na haar bachelor Academische opleiding leraar basisonderwijs en master Algemene Pedagogische Wetenschappen aan de Rijksuniversiteit Groningen, momenteel Onderwijskunde aan de Radbouduniversiteit Nijmegen. Haar these ging over de ervaringen van beginnende leerkrachten in het contact met ouders. 2: Dr. Annelies Kassenberg is socioloog en als associate lector en docent verbonden aan de Hanzehogeschool Groningen. Haar onderzoek richt zich binnen het lectoraat Integraal Jeugdbeleid op het versterken van de omgeving van opgroeiende kinderen om hen zo optimale kansen tot gezond opgroeien te bieden. Correspondentieadres:, Email: [email protected] 3: Ria Logtenberg is docent aan de Pedagogische Academie van de Hanzehogeschool Groningen en als onderzoeker verbonden aan het lectoraat Leren en Gedrag van de Hanzehogeschool Groningen.

Publication date: December 21, 2016

More about this publication?
  • Het tijdschrift Pedagogiek stelt zich ten doel de wetenschappelijke discussie over opvoeding, onderwijs en vorming binnen het Nederlands taalgebied (Nederland en Vlaanderen) te stimuleren en te ondersteunen. Pedagogiek beoogt naast een bijdrage aan het wetenschappelijke debat ook de maatschappelijke discussie op de terreinen van opvoeding, onderwijs en vorming te bevorderen. Bijdragen zullen dan ook uitdrukkelijk worden beoordeeld op zowel hun wetenschappelijke als maatschappelijke relevantie. Pedagogiek biedt: (1) wetenschappelijke verslagen van empirisch, theoretisch en historisch onderzoek op het gebied van opvoeding, onderwijs en vorming, alsmede review studies op onderhavige terreinen; (2) opiniërende bijdragen van wetenschappelijk niveau (Forumbijdragen); (3) boekbesprekingen.

    The journal Pedagogiek (Pedagogy) aims to stimulate and support the scholarly discourse on child rearing, education and training within the Dutch language area (The Netherlands and the Flemish region). Pedagogiek strives to contribute to the scholarly debate, but also desires to boost the public debate on the subject of child rearing, education and training. Therefore, contributions will be judged explicitly on both their scholarly merit and their social relevance. Pedagogiek offers: (1) scholarly articles reporting on empirical, theoretical and historical research in the field of child rearing, education and training, and review studies in the same field; (2) opinion pieces on a scholarly level (panel discussions); (3) book reviews.

  • Editorial Board
  • Information for Authors
  • Subscribe to this Title
  • Back Issues 2000-2010
  • Ingenta Connect is not responsible for the content or availability of external websites
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
X
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more