Nyanlända föräldrar och den svenska skolan : om relationen mellan lärarna och nyanlända föräldrar

This study rises up an untouched area of ​​research where the relationship between newly arrived parents and teachers is examined from a structural perspective. Previous research has looked only at the interaction between parents and teacher; this study is thus a theoretical contribution to the research. The aim of the study is met by examining the perceptions newly arrived parents have of their meeting with the Swedish school, the relationship with their children’s teacher, cooperation, collaboration between home and school, as well as their own influence in their children's learning. Similarly examines the perceptions teachers have about newly arrived parents, cooperation, collaboration between them and the parents and parental influence on children's learning. Method: To meet the objective, a qualitative survey has been made. Ten qualitative interviews with ten newly arrived parents and two interviews with teachers, including a primary school teacher and a preschool teacher. Results and Conclusions: The results showed that parents were generally pleased with their relationship to the teachers, but that they do not really see their own role in their child's learning, except helping with homework and going to formal meetings. The teachers perceived the relationship as generally good, but did not see newly arrived parents being involved or active parents. The teachers expected this, as these parents have language deficiency and too little knowledge of school organization. The teachers were the ones who had the formal power and they decided what information arrivals parents were provided with. Collaboration between teachers and newly arrived parents proved to be inadequate and it affected both the teachers and parents attitudes towards each other