Micro-political Literacy of Parent- Teacher Interaction: Teachers’ Perspective
This research was an exploratory study of teachers’ understanding of micro-political literacy of parent-teacher interaction and their practice. The researcher adopted the qualitative approach, interviewing with three senior homeroom teachers in elementary school. The main conclusions of this study were as follows: Firstly, the micro-political literacy of parent-teacher interaction has three dimensions. On cognitive dimension it included understanding the political metaphor of school organization, realizing the parents’ and teachers’ rights of law and reading the interests and ideologies between them. On skill dimension it included skillful communication and various kinds of political means. On affective dimension it included recognizing teacher profession and to respect parents’ participation, fostering the attitude of critical reflection and to establish teachers’ emotional understating. Next, on practice teachers could read the political implication of interests and ideologies of parent-teacher interaction, but they did not realize parents’ and teachers’ rights of law. Teachers communicated effectively with parents and they could use various kinds of political means to cope with parents. Besides, there were differences between teachers’ practice on affective dimension, and teachers seemed not to practice some of the micro-political affective literacies fully.
|關鍵詞||微觀政治、微觀政治素養、親師互動、micro-politic、micro-political literacy、parent-teacher interaction|