Anecdotes, experience, and 'learning by osmosis' : The role of professional cultures in preparing teachers for parent-school engagement

Journal article


Saltmarsh, Sue, McPherson, Amy K., Chakrabarty, Sayan, Winn, Stephen and Saltmarsh, David. (2019). Anecdotes, experience, and 'learning by osmosis' : The role of professional cultures in preparing teachers for parent-school engagement. Australian Journal of Teacher Education. 44(12), pp. 22-37. https://doi.org/10.14221/ajte.2019v44n12.2
AuthorsSaltmarsh, Sue, McPherson, Amy K., Chakrabarty, Sayan, Winn, Stephen and Saltmarsh, David
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.

Year2019
JournalAustralian Journal of Teacher Education
Journal citation44 (12), pp. 22-37
PublisherEdith Cowan University
ISSN0313-5373
Digital Object Identifier (DOI)https://doi.org/10.14221/ajte.2019v44n12.2
Scopus EID2-s2.0-85085577106
Open accessOpen access
Research or scholarlyResearch
Page range22-37
Publisher's version
License
All rights reserved
File Access Level
Open
Output statusPublished
Publication dates
Online2019
Publication process dates
Deposited28 Jul 2021
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