""We" Are the Professionals": A Study of Teachers' Views on Parental Involvement in School

Autor/in	Baeck, Unn-Doris Karlsen
Titel	""We" Are the Professionals": A Study of Teachers' Views on Parental Involvement in School
Quelle	In: British Journal of Sociology of Education, 31 (2010) 3, S.323-335 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
Schlagwörter	Foreign Countries; Secondary School Teachers; Teacher Attitudes; Parent Participation; Parent School Relationship; Politics of Education; Research Methodology; Self Esteem; Norway + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Educational policy; Bildungspolitik; Research method; Forschungsmethode; Self-esteem; Selbstaufmerksamkeit; Norwegen
Abstract	The study examines teachers' attitudes and experiences regarding home-school cooperation. Teachers constitute a powerful group in school compared with parents, and this relationship is interpreted through Bourdieu's concept of social field, as a power relation. The empirical analyses are based on a mixed-methods approach with survey and qualitative interviews among teachers in Norway. The results show that while teachers experience the interaction in a positive way, they try to limit parents' influence through emphasising their own professionalism, thus leaving parents with the role as supporters. Teachers who relate to well-educated parents are especially conscious of maintaining a distance towards the parents in order to keep them in their place. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10