Anecdotes, Experience, and 'Learning by Osmosis': The Role of Professional Cultures in Preparing Teachers for Parent-School Engagement

Autor/inn/en	Saltmarsh, Sue; McPherson, Amy K.; Chakrabarty, Sayan; Winn, Stephen; Saltmarsh, David
Titel	Anecdotes, Experience, and 'Learning by Osmosis': The Role of Professional Cultures in Preparing Teachers for Parent-School Engagement
Quelle	In: Australian Journal of Teacher Education, 44 (2019) 12, S.22-37, Artikel 2 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Teacher Education Programs; Preservice Teacher Education; Teacher Responsibility; Parent School Relationship; Parent Teacher Cooperation; Cultural Influences; Foreign Countries; Beginning Teachers; Experienced Teachers; Principals; Professional Development; Elementary Secondary Education; Australia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehrverpflichtung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Cultural influence; Kultureinfluss; Ausland; Junior teacher; Junglehrer; Principal; Schulleiter; Australien
Abstract	Initial teacher education and experiences of the professional cultures of teaching contribute to teachers' understandings about how to engage with parents. Drawing on qualitative research data, and informed by Michel de Certeau's theory of culture and everyday life, this paper explores how everyday beliefs and professional practices that shape relationships between teachers and parents can remain relatively stable despite changing expectations of policy-makers and communities. The paper argues that equipping pre-service, beginning and experienced teachers and school leaders with research-based understandings about these cultural dynamics is crucial to informing professional practices that support meaningful and effective parent-school engagement. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01