Contribution
Description: A communication training specially developed for teachers and teacher students in parent-teacher-conferences is used during this training. The duration of the training is about 60 h and the aim is to improve the teachers` communication skills in parent-teacher-conferences. The training is based on approaches of person-centered counselling, systemic points of view and parts of transactional analysis. The different approaches are combined and adapted to the setting of parent-teacher-conferences.
Main Research Questions:
Do participants of the training show progress in their communication skills (Do they show more empathy etc.)?
Do participants feel saver and more effective in parent-teacher-conferences?
Do parents feel better understood by the participants?
Do the parents estimate the solutions of trained teachers as better solutions?
Do the solutions have a longer lasting effect than solutions of teachers that are not trained?
Methodology:
For survey 1, the techniques of field studies are used to examine 14 professionally experienced teachers in real teacher-parent-conferences. Survey 2 analyses 40 student teachers and teachers in an experimental setting on their improvement during the training. The evaluation shows miscellaneous significant and relevant effects regarding the use of communication skills as well as positive utterances by the participating parents.
Research instruments:
Rating scale by Carkuff (1969)
Beratungsgesprächs-Begleitbögen der Eltern (Behr u.a. in Vorbereitung.)
Conclusions: The study shows effects on emphatic understanding, congruence (realness or genuineness) and prizing, acceptance and trust in parent-teacher-conferences.
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