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Anecdotes, experience, and 'learning by osmosis' : The role of professional cultures in preparing teachers for parent-school engagement
Saltmarsh, Sue McPherson, Amy K. Chakrabarty, Sayan Winn, Stephen Saltmarsh, David
Saltmarsh, Sue
McPherson, Amy K.
Chakrabarty, Sayan
Winn, Stephen
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.
Keywords
Date
2019
Type
Journal article
Journal
Australian Journal of Teacher Education
Book
Volume
44
Issue
12
Page Range
22-37
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
Open access
License
All rights reserved
File Access
Open