Primary School Teachers' Practices of Collaborating with Parents on Upbringing

Autor/inn/en	Stroetinga, Mirjam; Leeman, Yvonne; Veugelers, Wiel
Titel	Primary School Teachers' Practices of Collaborating with Parents on Upbringing
Quelle	In: School Community Journal, 31 (2021) 1, S.259-281 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Elementary School Teachers; Parent Teacher Cooperation; Child Rearing; Foreign Countries; Child Development; Teacher Role; Parent Role; Teacher Attitudes; Parenting Styles; Interpersonal Relationship; Teacher Behavior; Power Structure; Netherlands + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Kindererziehung; Ausland; Kindesentwicklung; Lehrerrolle; Parental role; Elternrolle; Lehrerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teacher behaviour; Niederlande
Abstract	This study addresses teachers' practices of collaborating with parents on upbringing. It was inspired by the understanding that teachers contribute to upbringing in their day-to-day interaction with students and by the renewed interest in the upbringing-related goals of education in Western societies. The study aimed to learn more about the topic and collaboration practices that emerge from primary school teachers' narratives about collaborating with parents on upbringing. Teachers' practices of collaborating with parents on upbringing are under-researched, and the topic is not often taught in teacher education. Narratives of 34 teachers about practices of collaborating with parents on upbringing were collected in the Netherlands through the method of letter writing. The narratives show a variety of topics: the interwovenness of care, upbringing, and teaching in teachers' practices and views; and a school-focused approach to upbringing goals in education. In this research, three characteristics of teachers' collaboration practices on upbringing were distinguished: (1) teacher--parent equality; (2) a reflective attitude; and (3) commitment to parents. The results show that practices of "collaboration," "limited collaboration," and "no collaboration" can be distinguished. Consequences for teacher education are discussed. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01