At the beginning of 2020, the COVID-19 epidemic broke out in Slovenia. At the same time, the pandemic has been declared worldwide. Due to the infectious coronavirus disease, schools were closed in spring 2020 and autumn 2020, and distance learning took place. This affected the organisation, planning and implementation of educational work since it was moved to the home, largely in front of computer screens. An important factor for the child’s development - meeting with peers - was dropped due to the necessary restriction of contacts. Both teachers as well as students and parents had to adjust their work. Communication became different as it was important to limit personal contact as much as possible. The topic of cooperation between teachers and parents has become quite relevant, as parents often took on the role of the teacher: they had to motivate the child to work, guide them, help them and, last but not least, explain the material. This went to show the importance of teachers’ cooperation with parents. The mutual cooperation of parents and teachers is important, as they both represent an important factor in the development of the child in general and their development in the educational process. The school and the home environment should cooperate with each other by connecting, complementing each other and communicating appropriately. Teachers meet with parents almost daily during their work, and the need for cooperation increased during the COVID-19 pandemic due to distance learning and limited social contact. In the theoretical part, we analyse the legal and relational aspect of cooperation with parents in the time marked by Sars-Cov-2l; and in the empirical part, with the help of quantitative research, we analyse and compare cooperation with parents among teachers in one urban and one rural school, their problems and potential benefits of distance cooperation.
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