THE EXAMINATION OF THE RELATIONSHIPS OF PARENTS WHO ARE TEACHERS BETWEEN THEIR CHILDREN AND THEIR STUDENTS
Abstract
The aim
of the current study was to determineperspectives between parents who are
teachers, children of these teachers, and students who are in the same class
with children of teachers. In line with the main aim, phenomenology was used as
qualitative research methods. The participants of the study composed of three
groups which were selected from Erzurum city. The first group consisted of
class or branch teachers who have student children, persons whose at least one
parents are teacher was belonged to second group, and the last group consisted
of the classmates of these persons. Each
group had 10 people, in total 30 people were determined as experiment group.
Because of the three-different sample group, different interview forms were
prepared for each group. For differently prepared interview forms, it was tried
to reached perspectives of people within
the same phenomenon towards same situations and comments about these
situations. In the study, the data
obtained from interview were analyzed with descriptive analysis. Themes were
organized regarding interview questions and answers were gathered judiciously.
The findings were analyzed and interpreted in terms of the answers of parent
teachers. According to findings of the study, it was found that teachers keep
their children in the background in the class. They avoided to assign an
important task to their children in the class and behave their children more
primly and harder. In this manner, teachers aimed to show that their children
are not different and privileged from the rest of the class. Woman teachers did
not find enough time for meeting their children needs. Teachers had a quick
temper toward their children at home. They cannot show patience toward their
children when comparing their students
Keywords
References
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Details
Primary Language
Turkish
Subjects
Studies on Education
Journal Section
Research Article
Publication Date
December 20, 2016
Submission Date
March 21, 2017
Acceptance Date
-
Published in Issue
Year 2016 Volume: 2 Number: 2
