Suchergebnisse

In this paper we present the findings of a study that investigates Greek-Cypriot teachers' visual representations of parents typically encountered in the course of teachers' daily professional practice. The study aims to identify which parents typically communicate with the school, to explore teachers-parents relationship as well as the ways in which parents' representations relate to the various demographic sub-groups of families encountered in Greek-Cypriot schools. After we briefly describe the social and educational context in which the study was implemented, we present the methodology that we followed, and discuss how drawings by 72 Greek-Cypriot preand in-service teachers of different school levels and of different teaching experiences represent the 'typical' parent. This methodological approach was used to gather visual data, alternatively to traditional interviews or observations. We then describe how the drawings and their accompanied text were analysed. The analysis of the data indicates that teachers typically encounter mothers rather than fathers; parents of the local ethnic-cultural dominant group (Greek-Cypriots), and rarely parents from other ethnic-cultural groups; middle class parents rather than working class parents; and higher educated rather than lower educated parents. The analysis of the data also points out that teachers are highly concerned with parents' image of them. We conclude by discussing how teachers' images seem to reflect the broader local parent and family profile and how these data could potentially enhance understanding of school-family relationships, thus allowing for suggestions about the ways in which teachers could be supported for collaborating with all families of the children they teach.

This paper describes the findings of a comparative study of rural and urban communities in Cyprus concerning the perceptions of primary school teachers and community stakeholders as regards school–community relations. The data were collected via a semi-structured interviewing technique amongst primary school teachers and community stakeholders. The analysis of the qualitative data demonstrates that both primary teachers and community stakeholders whether in a rural or an urban area consider school– community cooperation as a positive and important factor in their respective spheres of interest. However, teachers were found to maintain a more conservative stance towards relationships with the local community, believing that their professional autonomy is threatened by interferences of community stakeholders and agents. Furthermore, there was a divergence of perceptions between rural participants and their urban counterparts as regards to the extent to which such a cooperation should take place; both teachers and community stakeholders in rural areas seemed to be more willing to extend their communication and their relations in additional fields. On the contrary, teachers and community stakeholders in urban sites seemed more conservative towards such a situation; they regard that such a cooperation and such relations should be limited. The findings come to validate similar findings reported in the limited literature in Cyprus (Georgiou, 1998; Symeou, 2002) and indicate that there is a lot of ground to be covered towards extending and improving school–community relations for the benefit of all institutions concerned.