This paper analyses educator’s communication skills during parent-teacher conferences in kindergarten. We researched the way educators communicate during twelve parent-teacher conferences in various kindergartens. In accordance with the methodology of qualitative research, chosen elements of educator’s communication during the parent-teacher conferences were observed and recorded. Results showed that observed parent-teacher conferences are wellprepared, structured, substantially suitable and interactive, with apt vocabulary and elements of eloquence. The greatest shortcoming of the educator’s communication was an underdeveloped active listening technique. Moreover, there were obvious differences in individual communication skills of the educators. The results of this research can serve as a tool for contemplating pedagogical practice in early childhood education.

Rights

URN

URN:NBN:SI:DOC-P8QB9JUH

COBISSID

177540099

DOI

10.18690/rei.16.1.2685

Added

19.12.2023

Metadata

Citation

APA:

Vignjević, Jelena, Pavlović Pintarić, Marina (2023). Parent-teacher conference as a rhetorical challenge in educational practice. Revija za elementarno izobraževanje, volume 16, issue 1, str. 21-37. URN:NBN:SI:DOC-P8QB9JUH from http://www.dlib.si

MLA:

Vignjević, Jelena, Pavlović Pintarić, Marina. "Parent-teacher conference as a rhetorical challenge in educational practice." Revija za elementarno izobraževanje volume 16. issue 1 (2023) str. 21-37.
<http://www.dlib.si/?URN=URN:NBN:SI:DOC-P8QB9JUH>

Revija za elementarno izobraževanje
2008-
(Assembly record)