Parents, Teachers and the "Community of Practice"

Laluvein, Jackie

doi:10.46743/2160-3715/2010.1146

“…Semi-structured interviews were adopted, because they allow researchers to obtain "direct" explanations for parent/teacher perceptions of their relationship within educational settings through a comprehensive speech interaction (Laluvein, 2010). Dyadic analysis was chosen, because it may provide "a unique lens through which one may view the dynamics of mutuality and reciprocity between individuals involved in a collective social practice of a potentially conflictive and contradictory nature" (ibid, p.183).…”

Section: Methods and Analysismentioning

confidence: 99%

“…The majority of this research looks upon parent or teacher roles through socio-psychological lenses within mainstream or inclusive frameworks (Hoover-Dempsey & Sandler, 1997;Vlachou, 2006). Only few empirical studies report on parent-teacher Correspondence concerning this article should be addressed to Dimitra Eleftheriadou, e-mail: dimiele4@gmail.com interactions, when working together towards the education/inclusion of children with LD (Laluvein, 2010).…”

Section: Introductionmentioning

confidence: 99%

Inclusion and Communities of Practice

Eleftheriadou,

Vlachou

2023

IJPE

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This paper examines parent/teacher perception of their role-identities in the education of children with learning disabilities (LD) in Greek mainstream schools. The theory of Communities of Practice (CoP) is adopted as the most appropriate framework for the scope of the present study which aimed to explore four main issues: 1. parent/teacher perception of their role in student’s with LD education, 2. parent/teacher goal setting for the education of the student with LD, 3. parent/teacher understanding and description of student’s difficulties, and 4. parent/teacher engagement in shared practices. The above issues are examined and analyzed via semi-structured interviews of 40 parents’ (20 mothers and 20 fathers) and 40 teachers’ (20 regular and 20 special) perception of parent/teacher role-identity. The analyses revealed that the educational and affective support of the student with LD was the prevalent feature of parent/teacher identity. Additionally, most of the parents, as opposed to the teachers, distinguished between the regular/special education teacher roles. Parents/teachers set educational, personal or multiple goals for the child, while only teachers set social goals. Few parents/teachers perceived differently student’s learning difficulties: the teachers considered parent expectations, beliefs or low educational level as the source of their difference in understanding, while the parents highlighted teachers’ lack of special training. Finally, although both parents/teachers were engaged in in-school activities, there was no mutual engagement in other practices (i.e. IEP). The above findings are discussed in relation to their implications in promoting more inclusive and collaborative parent-teacher relations.

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“…It would therefore be valuable for this study to explore the views held by ECE teachers on the meaning of 'community'. practice' and 'communities of learners' (Bary et al, 2008;Cotton, 2013;Folque & Siraj-Blatchford, 2011;Jordan, 2003;Laluvein, 2010;Tamati et al, 2008;Warren, 2008Warren, /2009Wright et al, 2006); developing partnerships with parents (Mitchell et al, 2006;Van Wijk et al, 2006); and, children as central and active members of the 'centre community' (Nutbrown & Clough, 2009;Te One, 2008).…”

Section: Rationale For This Studymentioning

confidence: 99%

'It's all the things'? Exploring teachers' views on the notion of 'community' in early childhood education

Hamer¹

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<p>This thesis explores the multiple meanings of ‘community’ within early childhood education (ECE). Utilising a qualitative, interpretive approach, this exploratory case study has sought to gain an in-depth understanding of how teachers view the meaning of ‘community’ within a typical, non-community-owned ECE centre. Rogoff’s (1984, 1995) three planes of sociocultural activity (personal, interpersonal and institutional) have been utilised as a theoretical framework to more fully understand the rich context of this case study centre. Findings from this study highlight that practices of this centre primarily focus inwards on the education and care of the enrolled children and the support of their families within the ECE ‘centre community’. However, despite this, the teachers both collectively and individually also reflect a diverse range of views on the notion of ‘community’ in terms of people, place and connections, including views that look outwards to consider the child within the context of their wider social and physical world. This study concludes that there needs to be a much larger social and political discussion about the notion of ‘community’ within the wider ECE sector, including the role and provision of ECE, not only in terms of the care and education of children but within society as a whole.</p>

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“…Second, is research that focuses on parents and teachers together as a 'community of practice'. For example, Laluvein (2010) draws on Wenger's theory of 'community of practice' to examine parent-teacher relationships. Laluvein (2010) conducted a small-scale interpretive, qualitative study utilising semi-structured interviews of 10 pairs of parents and mainstream primary school teachers in England.…”

Section: Communities Of Practice and Learnersmentioning

confidence: 99%

'It's all the things'? Exploring teachers' views on the notion of 'community' in early childhood education

Hamer¹

0

View full text Add to dashboard Cite

<p>This thesis explores the multiple meanings of ‘community’ within early childhood education (ECE). Utilising a qualitative, interpretive approach, this exploratory case study has sought to gain an in-depth understanding of how teachers view the meaning of ‘community’ within a typical, non-community-owned ECE centre. Rogoff’s (1984, 1995) three planes of sociocultural activity (personal, interpersonal and institutional) have been utilised as a theoretical framework to more fully understand the rich context of this case study centre. Findings from this study highlight that practices of this centre primarily focus inwards on the education and care of the enrolled children and the support of their families within the ECE ‘centre community’. However, despite this, the teachers both collectively and individually also reflect a diverse range of views on the notion of ‘community’ in terms of people, place and connections, including views that look outwards to consider the child within the context of their wider social and physical world. This study concludes that there needs to be a much larger social and political discussion about the notion of ‘community’ within the wider ECE sector, including the role and provision of ECE, not only in terms of the care and education of children but within society as a whole.</p>

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Parents, Teachers and the "Community of Practice"

Cited by 5 publications

References 39 publications

Inclusion and Communities of Practice

Inclusion and Communities of Practice

'It's all the things'? Exploring teachers' views on the notion of 'community' in early childhood education

'It's all the things'? Exploring teachers' views on the notion of 'community' in early childhood education

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