| Abstract [eng] |
Parental involvement in their children's learning and collaboration with teachers is associated with better student performance, higher learning motivation and good behaviour at school (Alameda-Lawson, 2014). Due to the COVID-19 pandemic and the quarantine declared in Lithuania in 2020, education was adjusted to remote learning. Researchers from Vilnius University conducted a study on distance education during the COVID-19 pandemic and analysed administrators’, teachers’, parents’ and their childrens’ experiences. The change in the form of communication and the challenges posed by distance education are likely to have an impact on parent-teacher relationships, therefore the aim of this study was to uncover the experiences of parent-teacher communication during distance education. Thematic analysis was used to analyse interviews with parents and teachers from different types of schools and locations in Lithuania who participated in group discussions. Overall, 33 teachers and 38 parents participated in the study (together in the first phase, which took place in June-July 2020, and in the second stage, which took place in October-December 2020). Both positive and negative experience of teachers' communication with parents were revealed. The study also helped to discover forms of collaboration between teachers and parents. In addition, it helped to gain a better understanding of positive and negative parents’ experience during distance education. |
