Search results for: Parents
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Coping with emotionally challenging expectations: Japanese beginning teachers and their relationships with students’ parents’
This article examines emotionally challenging expectations in the relationships beginning teachers have with students’ parents. The data consist of narrative interviews with 17 Japanese beginning teachers. Due to strong cultural and social norms prescribing appropriate social interactions, Japanese teachers have little leeway in negotiating parents’ expectations. The authors found that beginning teachers described facing three emotionally challenging expectations in their relationships with students’ parents: 1) they do not fully understand what is expected of them; 2) they are expected to turn to colleagues for help with difficult issues involving parents; and 3) they are expected to endure and learn from criticism. To cope with these emotionally challenging expectations, beginning teachers perform emotional labour. The article presents a wider understanding of teachers’ work as a relational practice and offers insights that can be used to move beyond the discourse that frames beginning teachers from a ‘deficit’ perspective.
Updated: Mar. 15, 2022
This study aimed to examine the process through which three student caregivers learned to develop relationships with a key infant in the context of an infant practicum course. The results revealed that the power and value of relationships were an essential context for learning about infant development, infant care and education, and preparation of infant professionals. As they developed reciprocal responsiveness with their key infants, the students shared that they experienced emotional rewards and intimate connections, and gained confidence in understanding and caring for infants. The results also highlight the importance of parent–caregiver relationships. The authors found that the caregivers benefitted from having opportunities to get to know their key infants’ families.
Updated: Feb. 07, 2018
In this article, the authors explore challenges encountered by K-12 educators in establishing classroom cultures that support creative learning activities with the Scratch programming language. The analysis is organized into three thematic clusters that elaborate this conflict: teacher vs. self, teacher vs. student, and teacher vs. culture. Teacher vs. self explores the role of teacher identity and psychology in supporting creative activities in the classroom. Teacher vs. student discusses unanticipated resistance from young learners encountering creative activities in school settings. Teacher vs. culture describes how expectations from beyond the classroom setting can constrain creative activities within the classroom, including the role of parents, administrators, and policy.
Updated: Jan. 31, 2017
This paper examines the processes by which the past experiences of undergraduate teacher candidates with their parental figures return in the present, thereby shaping both the nature and the meaning of the experiences offered to them in their initial field placement.
Updated: Dec. 05, 2016
Who Is Responsible for Vulnerable Pupils? The Attitudes of Teacher Candidates in Serbia and Slovenia
This study aimed to explore how teacher candidates (TCs) from Serbia and Slovenia understand the level of responsibility that they feel towards vulnerable pupils in mainstream elementary schools. Specifically, the study sought to elicit teacher candidates’ views about division of responsibility for the academic achievement and additional support of vulnerable pupils and their views on the factors that most affect learning difficulties in those pupils. The findings suggest that participants from both faculties perceive the teacher and the parents as very important, in terms of responsibility for academic achievements and in terms of providing learning support to the pupil. Parents and teachers are also described as factors that affect a pupil’s learning difficulties, but the pupil’s disability is seen as more important.
Updated: Sep. 09, 2014
This research examines a neighborhood educational opportunity zone. The goal is to scaffold school-community collaboration that reduces inequities in this area, including, but not limited to, educational inequities. The unit of analysis is Clare Horizon Community School (CHCS) as a subset of the neighborhood educational opportunity zone of Clare Horizon. In the case of CHCS, there is a clear community of individuals committed to the initiative. There is less clarity about the purpose of the enterprise and the ways to pursue it.
Updated: Nov. 12, 2013
‘‘I Don't Feel Comfortable Reading Those Books in my Classroom’’: A Qualitative Study of the Impact of Cultural and Political Vignettes in a Teacher Education Course
The current paper reports on a qualitative study of the impact of a pedagogical practice called cultural and political vignettes (CPVs) on graduate students enrolled in a teacher education course. CPVs are cultural and political ‘‘situations’’ that are presented to preservice and inservice teachers, so that they can practice first-hand the decision-making skills that they will use in the diverse classrooms of New York City public schools. The preliminary findings of this qualitative inquiry indicate that responding to, creating, exchanging, and engaging in situated performances of CPVs provide teachers with occasions to practice their written, verbal, and nonverbal communication skills in a supportive classroom environment where they can discuss cultural and political issues that are rarely addressed in teacher preparation courses.
Updated: Oct. 16, 2013
Exploring the Emotional Geographies of Parent–Teacher Candidate Interactions: An Emerging Signature Pedagogy
This article explores preservice teachers’ emotional responses to simulated parent–teacher conferences. This article examines data collected during the teachers’ post-simulation debriefings, focusing specifically on their emotional responses to their interactions with standardized parents across six distinct parent conferencing contexts. The post-simulation data reflect the emergence of emotional geographies between teacher candidates and standardized parents as they engage in simulated parent–teacher conferences. The data provide evidence of candidates’ wrestling with a professional geography. Furthermore, teacher candidates report being frustrated and angry with themselves as they immediately experience an expansion of their moral geography.
Updated: Oct. 09, 2013
This article examines how a community action research approach supported the implementation of an educational support programme for children, parents and local educators. The aim was the creation of a learning community that acknowledged, valued and used the expertise and experience of all involved. Five years of working together on action research projects has increased the educational capital in the community and has developed a sense of ownership and responsibility for the educational welfare of children from all involved.
Updated: Sep. 16, 2013
The paper describes how field studies can be useful in teacher education. Students teachers participated in a specialty area called Play, learning and development. During this activity, the student teachers collected data about their own and young children's experience and perception of the outdoor environment. The results showed that the student teachers were positive about the involvement of children, teachers, and parents in the data collection process. They also perceived that their knowledge had increased about children's ways of using the outdoor space.
Updated: May. 28, 2013