A Call for Ecologically-Based Teacher-Parent Communication Skills Training in Pre-Service Teacher Education Programmes

Autor/inn/en	Gisewhite, Rachel A.; Jeanfreau, Michelle M.; Holden, Chelsey L.
Titel	A Call for Ecologically-Based Teacher-Parent Communication Skills Training in Pre-Service Teacher Education Programmes
Quelle	In: Educational Review, 73 (2021) 5, S.597-616 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holden, Chelsey L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2019.1666794
Schlagwörter	Parent Teacher Cooperation; Communication Skills; Skill Development; Preservice Teacher Education; Preservice Teachers; Interpersonal Relationship; Barriers; Cultural Differences; Teacher Attitudes; Expectation; Parent Participation + Suchen Sie Ihr Suchwort? Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Kommunikationsstil; Kompetenzentwicklung; Qualifikationsentwicklung; Lehramtsstudiengang; Lehrerausbildung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kultureller Unterschied; Lehrerverhalten; Expectancy; Erwartung; Elternmitwirkung
Abstract	Communication plays a critical role in building and supporting healthy interpersonal relationships. American teacher development standards recognise this and outline the importance of communication in relationship-building with both parent and student to create a successful learning environment. However, although available research points to the importance of a healthy teacher-parent relationship for the academic success of the student, few teachers in the United States have received the appropriate pre-service training on effective ways to communicate with parents. Not only could this impede the establishment of working relationships between the school and home environments, but this lack of training has also been shown to contribute to negative impacts on student learning. In this theoretical paper, the authors examine current literature on the value of communication training for teachers, barriers to teacher-parent communication commonly encountered, and current teacher-parent communication practices. The authors propose that a human ecological model be used as a foundation for establishing teacher training for effective communication with parents and discuss how this lens could address commonly encountered communication barriers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01