School, Family, and Community Partnerships in Teachers' Professional Work

Autor/in	Epstein, Joyce L.
Titel	School, Family, and Community Partnerships in Teachers' Professional Work
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 44 (2018) 3, S.397-406 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Epstein, Joyce L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2018.1465669
Schlagwörter	Family School Relationship; Family Involvement; School Community Relationship; Preservice Teacher Education; Inservice Teacher Education; Teacher Competencies; Intervention; Communication Strategies; Foreign Countries + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Lehrkunst; Kommunikationsstrategie; Ausland
Abstract	This article discusses the contributions of the international studies in this special issue and presents a few emerging topics on school, family, and community partnerships. The studies in Part I confirm that, across countries, future teachers are inadequately prepared to conduct effective partnership programmes with all students' families. Part II reports the results of interventions that provide future teachers with opportunities to practice the kinds of communications with parents that they will use as new teachers. In my and colleagues' studies, several topics of family and community engagement have emerged that will extend and enrich college courses for future teachers and school leaders. These include a redefinition of the 'professional' teacher; understanding partnerships as a component of good school organisation; the importance of goal-linked family and community engagement for student success in school; the role of the community in partnership programmes; and the connections of preservice and inservice education for preparing and sustaining productive connections of home, school, and community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01