Transforming Teacher-Family Relationships: Shifting Roles and Perceptions of Home Visits through the Funds of Knowledge Approach

Autor/inn/en	Whyte, Kristin Lyn; Karabon, Anne
Titel	Transforming Teacher-Family Relationships: Shifting Roles and Perceptions of Home Visits through the Funds of Knowledge Approach
Quelle	In: Early Years: An International Journal of Research and Development, 36 (2016) 2, S.207-221 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2016.1139546
Schlagwörter	Home Visits; Teacher Role; Cultural Background; Parent Teacher Cooperation; Preschool Teachers; Power Structure; Ethnography; Teacher Attitudes; Preschool Children; Teacher Educators; Educational Strategies; Doctoral Programs; Graduate Students; Program Descriptions; Kindergarten; Faculty Development + Suchen Sie Ihr Suchwort? Hausbesuch; Lehrerrolle; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ethnografie; Lehrerverhalten; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrstrategie; Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	Education has embraced the idea of an "asset approach" to working with families and children, creating a focus on developing collaborative relationships with families by building on what they bring to the table. In this paper we explore what happened when early childhood teachers entered homes to learn from families and identify their Funds of Knowledge. The findings show how issues of power and perception surfaced when teachers attempted to shift their role from that of teacher to learner. In analyzing teachers' experience before, during, and after ethnographic home visits we saw their general desire to adopt an asset-based mentality. However, the hegemonic structure of schooling, previous experiences, and traditional teachers' roles shaped their experience with the Funds of Knowledge framework. We end by discussing the implications for teachers and teacher educators who are interested in using home visits to develop an asset approach to their work with families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01