Search results for: Parent school relationship
Page 1/2 19 items
The article discusses parent–teacher relationships in school micropolitics based on beginning teachers’ stories. The authors employ a narrative approach and investigate how micropolitical conditions and strategies are portrayed in beginning teachers’ stories of parent–teacher relationships. The research material consists of narrative interviews with seven Finnish primary school teachers in the first and second years of their careers. The findings indicate that micropolitical processes play a part in constructing parent–teacher relationships. These micropolitics both enable and limit these relationships and influence how beginning teachers learn to cope with parent relationships. The findings reveal various micropolitical strategies that beginning teachers use to enact and construct parent–teacher relationships. Furthermore, the findings show that parent–teacher relationships do not necessarily include just parents and teachers, but are multidimensional, encompassing several intertwined relationships that micropolitically condition parent–teacher relationships. The implications for pre- and in-service teacher education and school leaders are considered.
Updated: Mar. 30, 2022
This study aimed to assess the impact of the Parent Teacher Education Connection curriculum on the knowledge and attitudes of teacher education candidates. The findings reveal that knowledge and attitude assessments administered before and after use of the modules showed significant improvement in knowledge and attitudes across all settings. This study demonstrated that teacher candidates experienced significant knowledge gains from pre- to posttest after studying the Parent Teacher Education Connection Modules as they were embedded in various courses of their teacher education curricula.
Updated: May. 13, 2018
This study was conducted to examine whether the teacher training programmes in Belgium (Flanders) and the Netherlands prepare their students for Family–school partnerships (FSP). Findings show that in general, preparation for FSP is considered important and that this topic is integrated into different courses. Most respondents indicated that communication with parents received the most attention. However, a majority of programme managers feel that preservice teacher’s preparation in this area is not sufficient.
Updated: Jan. 11, 2017
In this explorative study, preparation of pre-service teachers for family–school partnerships (FSP) was examined within three teacher education institutions. Findings indicate that preparation for FSP is integrated in other courses. Attention is mainly focused on communication, there is no attention to models of FSP or to address underlying power relationships or barriers and there is no assessment on this topic. In primary programmes, more attention is paid to FSP then in secondary progammes. In addition, secondary respondents articulated fewer positive opinions than primary respondents.
Updated: May. 23, 2016
An Analysis of Cultural Diversity and Recurring Themes in Preservice Teachers’ Online Discussions of Epstein’s Six Types of Parent Involvement
The present study examined integration of Joyce Epstein’s six typologies of family involvement in responses to discussion questions for an online parent involvement course. The findings reveal that the participant responses demonstrated varying degrees of effective integration of each of Epstein’s six types of involvement. Participants demonstrated comprehensive understanding of communication methods and barriers and benefits of community involvement. However, they failed to recognize relationships between involvement types or effectively integrate personal knowledge and anecdotes.
Updated: Dec. 22, 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
Emerging Teachers–emerging Identities: Trust and Accountability in the Construction of Newly Qualified Teachers in Norway, Germany, and England
The current article focuses on the construction of teacher identities in terms of trust and accountability. The article provides a comparison of the perspectives of new teachers from Norway, Germany, and England about their relationships to significant ‘others’, and how these influence their lives as teachers. The findings revealed a variation between these three national school systems in the ways that trust and accountability impact teachers' identity.
Updated: Jan. 09, 2013
The purpose of this study was to investigate the effects of a master's-level course designed to integrate instruction in family-centered care and diversity responsiveness. The authors aim to provide useful information on the potential of such a course for positive attitude change. Results indicate that students saw the course as having a positive effect on their understanding of issues regarding family-centered practice and diversity responsiveness.
Updated: Sep. 27, 2012
The current study examines how two teachers in an inner-city elementary school have interacted successfully with African American parents to encourage their involvement in the academic efforts of their children. The article identifies five effective parental involvement practices emerged in each teacher’s story: reaching out to the parents, developing positive teacher–child–parent relationships, creating a positive classroom climate, teaching to involve the parents, and establishing community–school connections. The study found that these two teachers developed positive relationships with parents.
Updated: Nov. 28, 2011
This paper provides a rationale and description of a constructivist parent–teacher approach used to support preservice teachers’ understandings of relationships between home and school. Authors capture the process and actions between university course work and field experiences allowing preservice teachers to alter their subjectivities and actions in order to more closely tailor learning approaches to community contexts.
Updated: Nov. 17, 2011