Teachers, Parents, and Family-School Partnerships: Emotions, Experiences, and Advocacy

Autor/inn/en	Hannon, Laura; O'Donnell, Grainne M.
Titel	Teachers, Parents, and Family-School Partnerships: Emotions, Experiences, and Advocacy
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 48 (2022) 2, S.241-255 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (O'Donnell, Grainne M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2021.1989981
Schlagwörter	Parent Attitudes; Teacher Attitudes; Parent Teacher Cooperation; Behavior; Family School Relationship; Social Bias; Stereotypes; Poverty; Interaction; Emotional Response; Coping; Social Justice; Teacher Education; Barriers; Consciousness Raising; Professional Identity; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Elternverhalten; Lehrerverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Klischee; Armut; Interaktion; Emotionales Verhalten; Bewältigung; Soziale Gerechtigkeit; Lehrerausbildung; Lehrerbildung; Bewusstseinsbildung; Ausland; Irland
Abstract	We wanted to know how teachers and parents perceive one another and how their perceptions could impact upon their behaviour. Qualitative research was best suited to our study. We interviewed teachers and parents repeatedly over the course of eight months, conducting 97 interviews in total. The teachers reflected stereotypical views of people living in poverty, a fact that the parents realised. Some parents responded by trying to create a good impression. Most parents reacted defensively or forcefully, upsetting the teachers. All teachers had emotionally fraught encounters with parents. Lacking in emotional training, the teachers adopted various coping strategies. A social justice orientation and training in the emotional sphere in initial teacher education may better equip teachers for family-school partnerships. We identify the implications of the study for initial teacher education and for the continuing professional development of teachers. Finally, we offer recommendations for future research in this area. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01