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Titel
Professionalism in parent-teacher conversations: Aspects, determinants, and consequences. A competence-oriented discussion
Autoren
OriginalveröffentlichungJournal for educational research online 9 (2017) 3, S. 102-113 ZDB
Dokument  (464 KB)
Lizenz des Dokumentes Deutsches Urheberrecht
Schlagwörter (Deutsch)
Teildisziplin
DokumentartAufsatz (Zeitschrift)
ISSN1866-6671; 18666671
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-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.)
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Eintrag erfolgte am16.03.2018
QuellenangabeBuhl, 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
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