Being a 'Good Parent' in Parent-Teacher Conferences

摘要

This research advances our understanding of what constitutes a good parent in the course of actual social interaction. Examining video-recorded naturally occurring parent-teacher conferences, this article shows that, while teachers deliver student-praising utterances, parents may display that they are gaining knowledge; but when teachers' actions adumbrate student-criticizing utterances, parents systematically display prior knowledge. This article elucidates the details of how teachers and parents tacitly collaborate to enable parents to express student-troubles first, demonstrating that parents display competenceappropriate involvement with children's schoolingby asserting their prior knowledge of, and/or claiming/describing their efforts to remedy, student-troubles. People (have to) display competence generically in interaction. By explicating how parents display competence, this article offers insights for several areas of communication research.