Preparing for Parents: How Australian Teacher Education Is Addressing the Question of Parent-School Engagement

Autor/inn/en	Saltmarsh, Sue; Barr, Jenny; Chapman, Amy
Titel	Preparing for Parents: How Australian Teacher Education Is Addressing the Question of Parent-School Engagement
Quelle	In: Asia Pacific Journal of Education, 35 (2015) 1, S.69-84 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2014.906385
Schlagwörter	Parent School Relationship; Educational Policy; Foreign Countries; Teacher Education Programs; Beginning Teachers; Standards; Educational Strategies; Sociocultural Patterns; Prior Learning; Indigenous Populations; Parent Participation; Semi Structured Interviews; Qualitative Research; Preservice Teachers; Preservice Teacher Education; Australia + Suchen Sie Ihr Suchwort? Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Politics of education; Bildungspolitik; Ausland; Junior teacher; Junglehrer; Standard; Lehrstrategie; Soziokulturelle Theorie; Vorkenntnisse; Sinti und Roma; Elternmitwirkung; Qualitative Forschung; Lehramtsstudiengang; Lehrerausbildung; Australien
Abstract	Parent-school engagement is widely embraced as a policy and educational ideal, yet to date there are few studies of how teacher education prepares students for this important aspect of their professional lives. In this paper, we consider findings from a recent Australian study that explored how the issue of parent-school relations is currently addressed in Australian initial teacher education programmes. The study is situated within the broader policy context of teaching standards. Our findings challenge suggestions that parent-school engagement is largely absent from pre-service programmes, and although the study recognizes gaps and discontinuities, it also identifies four key domains in which initial teacher education currently prepares students for parent engagement. We argue that students are being prepared for parent-school engagement in a variety of ways, but that there is insufficient continuity to ensure that all beginning teachers have a thorough understanding of how to work effectively with parents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01