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ERIC Number: ED530932
Record Type: Non-Journal
Publication Date: 2009
Pages: 192
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1094-1701-2
Prospective Teachers' Figured Worlds of the Parent-Teacher Conference: Collaborating with, Instructing, and Impressing Parents
Tomczyk, Mary M.
ProQuest LLC, Ph.D. Dissertation, Michigan State University
The creation of productive home-school relationships has been recognized as important in children's school success; however, in many teacher education programs, parent-teacher conferences may be the primary--and sometimes only--interface prospective teachers have with parents prior to graduation. This study considers how a group of 22 prospective teachers from a highly regarded teacher preparation program conceptualized their experiences leading parent-teacher conferences. Participants participated in online surveys about their experiences, including questions about goals for parent-teacher conferences, parent and teacher roles, artifacts used during conferences, and the impact of these events on instructional practices. Eight participants were selected for in-depth interviews to gain a deeper understanding of how they perceived and interpreted their interactions with parents during conferences. Data were analyzed using thematic and discourse analysis and interpreted through Holland, Lachicotte, Skinner, and Cain's (1998) construct of figured worlds and Goffman's (1959) construct of impression management. My findings revealed that prospective teachers fell into one of three distinct figured worlds of the parent-teacher conference, each of which entailed particular kinds of impression management: a collaboration-centered figured world in which prospective teachers sought to collaborate with parents, an instruction-centered figured world in which prospective teachers sought to instruct parents, or an impression-centered figured world in which prospective teachers sought to impress parents. These distinctions offer a useful analytic for teacher educators, who can then better support prospective teachers in each group, and suggest additional research to explore how these figured worlds (and others) and the attendant impression management complicate existing understandings of the internship as a site of teacher preparation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A