Detailanzeige
| Titel |
Professionalism in parent-teacher conversations: Aspects, determinants, and consequences. A competence-oriented discussion |
|---|---|
| Autoren |
Buhl, Heike M.  ;
Hilkenmeier, Johanna |
| Originalveröffentlichung | Journal for educational research online 9 (2017) 3, S. 102-113  |
| Dokument | Volltext (464 KB) |
| Lizenz des Dokumentes | Deutsches Urheberrecht |
| Schlagwörter (Deutsch) | Lehrer; Elterngespräch; Eltern-Lehrer-Beziehung; Professionalität; Kompetenz; Persönlichkeitsmerkmal; Modell; Perspektive; Differenz; Kommunikation; Methodologie |
| Teildisziplin | Empirische Bildungsforschung Schulpädagogik |
| Dokumentart | Aufsatz (Zeitschrift) |
| ISSN | 1866-6671; 18666671 |
| Sprache | Englisch |
| Erscheinungsjahr | 2017 |
| Begutachtungsstatus | Peer-Review |
| Abstract (Englisch): | Considering the initial questions of “Who is afraid of talking to teachers?”, “Why are teachers afraid of talking to parents?”, and “What is to be done to reduce this problem?” [the authors] conclude that each article in this issue makes an important contribution toward answering these questions. The integration of the underlying competence models of counseling and communication in parent-teacher conversations, and especially of the empirical results given in this issue in a model of determinants and consequences of teachers’ professional competence, has shown the necessity to bring the different approaches together. In a further step, the different aspects of competence can be combined with determinants and consequences of competence. (DIPF/Orig.) |
| weitere Beiträge dieser Zeitschrift | Journal for educational research online Jahr: 2017 |
| Statistik |  Anzahl der Zugriffe auf dieses Dokument
|
| Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
| Eintrag erfolgte am | 16.03.2018 |
| Quellenangabe | Buhl, Heike M.; Hilkenmeier, Johanna: Professionalism in parent-teacher conversations: Aspects, determinants, and consequences. A competence-oriented discussion - In: Journal for educational research online 9 (2017) 3, S. 102-113 - URN: urn:nbn:de:0111-pedocs-153035 - DOI: 10.25656/01:15303 |
