Experiences that New Preschool Teachers Build with Parents:

A Focus on Narrative Transformation Process about Difficulty Communicating with Parents

Abstract

This research assessed narratives to examine the transformation process of new preschool teachers building relationships with parents. Two private preschool teachers with one year of experience were included. The data were analyzed using M-GTA. Upon examining the relationship transformation process among new preschool teachers, the following considerations were raised: 1) New teachers' comments regarding relationships with parents could be divided into three periods: when teachers did not know what to say, when teachers did not know how to reply, and when two-way conversations were attained; 2) The presence of other teachers allowed new teachers to receive support in dealing with parents, but it also led new teachers to have feelings of inexperience and inadequacy; and 3) New teachers' narratives to parents changed depending on the age of children.