幼兒園親師衝突中的權力建構與性別經驗之探究

An analysis of gender and power at parent-teacher conflicts in kindergarten

本研究欲探究幼兒園親師衝突中所建構出的親師權力關係以及性別文化圖像，以做為建構親師互動模式之參考。本研究以幼兒園所長、幼教老師為對象，舉辦3場質性焦點團隊訪談，訪談6名園所主任、11名幼教老師，並以開放性編碼進行內容分析。研究結果發現：從親師衝突的背景、脈絡與結構性來看，親師互動都不能簡化為人際溝通的議題，而需提升至性別與權力的壓迫經驗；親師衝突議題的解決要建構的是一個平等對話、合作互惠與的專業尊重教育環境。本研究進一步建議未來在促進親師互動或家長參與學校事務的模式上，可邀請親師與園所三方共同成立一個行動實踐的成長團隊，提升幼兒教育的品質。

In Taiwan, early childhood educations not only have the problems of communication between parents and teachers but also have to gender and power be concerned about. The purpose of this study was to explore the issue of gender and power conflict between parents and teachers in kindergarten. The research methods applied focus three groups interview approaches to collect the data of parent-teacher conflict. Eleven teachers and six principals of kindergartens were interviewed. This research made a contribution to the understanding of parent-teacher conflicts that confront teachers who were attempting to improve the knowledge of parent-teacher interaction.