Construction of Pupils’ School Achievements and Future Plans in Parent-Teacher Meetings

Abstract

The aim of the study is to elaborate on factors that contribute to negotiated descriptions of the pupils’ social and academic achievements and future plans in parent-teacher meetings. This is discussed according to Habermas’ theoretical framework. The methodological approach comprises case-study; using focus-group interview, and the data material is examined through content analysis, including features from conversational analysis. The findings identify several factors that have impact on the negotiated descriptions about the pupils’ school achievement and future plans: (1) some teachers might choose to present an embellished reality while others are “brutally” honest; (2) some teachers might probe to find out and then adjust to the parental goals when the level of ambition is discussed; and (3) some teachers act according to parental initiatives and pressure.