Preservice teachers’ notions of families and schooling

Graue, Elizabeth; Brown, Christopher P.

doi:10.1016/j.tate.2003.06.002

Cited by 80 publications

(53 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Also earlier research results of international studies bring out shortcomings in the co-operation between the home and the school in the support of the health learning and wellbeing of pupils [14,15,28,34]. Several factors may be behind the scantiness of co-operation between home and school; it is difficult for parents to commit themselves to the responsibility or it is not known how to decentralise responsibility so that the same parents need not be active all the time.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Partnership and Social Capital as the Resources for Pupils` Health and Well-Being in School Communities - A Follow-Up Study in Finland~!2009-08-19~!2010-02-18~!2010-07-08~!

Turunen¹,

Saaranen²,

Tossavainen³

2010

TOEDUJ

View full text Add to dashboard Cite

Abstract:The aim of this study was to investigate comprehensive (classes 1-9) school teachers' views of the functionality of the social support networks in promoting pupils' health and well-being in school communities. This study belongs to the European Network of Health Promoting Schools programme (ENHPS) evaluation project in Finland. In this study partnership and the social support networks between home and school, school nurse and school community and school community and various other networks are a part of social capital that promote pupils' health and well-being. The survey data were collected from teachers (N = 22) by the means of web-based questionnaires in the spring terms in a four-year follow-up design. The teachers felt that the social support network and partnership between school and parents and school nurses was significant in promoting the health and well-being of pupils. However, parents and school nurses didn't always have opportunities to participate in the planning and evaluation of teaching and health promotion work in the schools. In the future, partnership will represent a potential way in which schools might build additional capacities and support for promoting pupils' health and well-being. Furthermore, social capital is not separate from other capital structures, such as cultural and economic capital, which are all needed.

show abstract

Section: Discussionmentioning

confidence: 99%

“…For example, teachers have few resources for co-operation even though parents hope for it [28]. Novice teachers may not have competence for co-operation [34]. New teachers do not often have enough know-how to concretely implement and develop partnership with parents.…”

Section: Partnership and The Social Support Network As The Resourcesmentioning

confidence: 99%

Partnership and Social Capital as the Resources for Pupils` Health and Well-Being in School Communities - A Follow-Up Study in Finland~!2009-08-19~!2010-02-18~!2010-07-08~!

Turunen¹,

Saaranen²,

Tossavainen³

2010

TOEDUJ

View full text Add to dashboard Cite

show abstract

“…This may suggest a models and theories of effective pedagogy, the need for research-based teacher preparation in needs of families related to schooling and ways parents and guardians need advocacy about legal rights and opportunities for children. Preservice teachers bring to their education limited construc tions and expectations of family involvement in children's education and need knowledge, support, and collaboration to plan productive interactions that engage families instead of holding them at arm's length (Graue & Brown, 2003). Many White teachers working with families of color need particular assistance in such work, given complex ways race and power relations play out in even fleeting performances of teacher and parent in parent conferences (Duesterberg, 1999).…”

Section: Discussionmentioning

confidence: 99%

Learning to advocate for educational equity in a teacher credential program

Athanases

Martin

2006

Teaching and Teacher Education

View full text Add to dashboard Cite

Drawing on a 5-year program-wide investigation of ways preservice teachers learn to teach to diversity, this study uses focus groups of graduates to illuminate survey results of their feeling well prepared to advocate for equity in classrooms and schools. Offering suggestions for improvement, graduates nonetheless reported two broad categories of program strength. The first was the value of infusion of culture, language, and equity content in coursework. Themes in strong coursework included focus on culturally responsive, equity-focused pedagogy; preparation to teach English language learners; developing cultural knowledge and sensitivity; and learning advocacy beyond the classroom. Faculty taught and modeled these concerns through many means. The second, which extended coursework, was sustained and scaffolded apprenticeships in teaching for equity, including student teaching supervisors as equity mentors, placements that support teaching for equity, and ongoing cohort discussions of equity teaching.

show abstract

“…Their status (mostly single, white, middle-class and childless females in their early twenties) is likely to influence these views, as pointed out by Flanigan (2007, 96) when she underlines that 'preservice teachers have difficulty transferring their need for independence from their parents to the need for involvement with the parents of their students'. Graue and Brown (2003) emphasise that, even before entering their training programme, candidates have opinions about education and FSP, often based on their memories of going to school, their concepts of good teachers and themselves as prospective teachers. The socialcultural background of candidates influences those opinions.…”

Section: Specific Characteristics Of Candidatesmentioning

confidence: 99%

“…Little is known about how teacher candidates are prepared to establish FSP and even less is known about how teacher educators' perceptions 1 of FSP influence the preparation of candidates. Researchers like Graue and Brown (2003), Sanders and Epstein (2005), Molina (2013) and Miller et al (2013) have advocated for more research on this topic.…”

mentioning

confidence: 99%

Preparing teacher candidates for family–school partnerships

Bruïne

Willemse

D’Haem

et al. 2014

European Journal of Teacher Education

View full text Add to dashboard Cite

Previous research indicates that, while parent involvement promotes student achievement, how teacher candidates are prepared to establish family-school partnerships (FSP) is not well documented and the roles of teacher educators are often neglected. Explorative studies including curriculum analysis and focus groups of primary and secondary teacher candidates and teacher educators were conducted in three universities, one each in the Netherlands, Belgium and the USA. Data collection was designed to identify opinions towards FSP and perceived preparation for FSP. The programmes showed limited attention to aspects other than communication and FSP was not assessed. The findings indicate training is largely dependent upon the proclivities of individual teacher educators. Although all respondents acknowledged the importance of FSP, respondents of primary education held a more positive attitude towards parents than others. Hardly any differences were found between the views of candidates and educators, regardless of the programme they followed or taught.

show abstract

Preservice teachers’ notions of families and schooling

Cited by 80 publications

References 19 publications

Partnership and Social Capital as the Resources for Pupils` Health and Well-Being in School Communities - A Follow-Up Study in Finland~!2009-08-19~!2010-02-18~!2010-07-08~!

Partnership and Social Capital as the Resources for Pupils` Health and Well-Being in School Communities - A Follow-Up Study in Finland~!2009-08-19~!2010-02-18~!2010-07-08~!

Learning to advocate for educational equity in a teacher credential program

Preparing teacher candidates for family–school partnerships

Contact Info

Product

Resources

About