Home-School Partnerships from the Perspectives of Mothers and Pre-Service Teachers Participating in a Parent-Teacher Communication Course

Home-School Partnerships from the Perspectives of Mothers and Pre-Service Teachers Participating in a Parent-Teacher Communication Course

Home-School Partnerships from the Perspectives of Mothers and Pre-Service Teachers Participating in a Parent-Teacher Communication Course

Home-School Partnerships from the Perspectives of Mothers and Pre-Service Teachers Participating in a Parent-Teacher Communication Courses

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Référence bibliographique [21182]

Iuhas, Laura C. 2018. «Home-School Partnerships from the Perspectives of Mothers and Pre-Service Teachers Participating in a Parent-Teacher Communication Course». Mémoire de maîtrise, Montréal, Université Concordia, Département d’éducation.

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Fiche synthèse

1. Objectifs


Intentions :
«The purpose of this qualitative study [is] to describe the evolution of parents’ and preservice teachers’ perspectives on parent-teacher relationships during continuous, close interaction in the context of a pre-service teacher education course.» (p. 21)

2. Méthode


Échantillon/Matériau :
«The sample of the study consisted of 19 pre-service teachers enrolled in ''Communication: Child, Parent and Teacher'' (a.k.a. parent communication course), offered at Concordia University within the teacher education program, and of 5 parents who had at least one child attending Concordia’s Observation nursery.» (p. 25)

Instruments :
- Guide d’entretien de groupe
- Guide d’entretien semi-structuré
- Questionnaire

Type de traitement des données :
Analyse de contenu
Analyse statistique

3. Résumé


Results show that «the nursery parents demonstrated their belief that their children would do better in school when parents and teachers work together towards the same goals. In accordance with these parents’ beliefs, correlational studies have repeatedly linked high levels of parental engagement to student success […]. Moreover, the nursery parents valued having ongoing communication with teachers, as this allowed them to become engaged and have a say in their child’s education. Also, some of the nursery parents indicated that they saw open communication as a necessary precursor to homeschool partnerships.» (p. 82) For their part, «most pre-service teachers gained a deeper understanding of parent-teacher communication and some expressed that they felt more prepared for parent interactions. As such, the pre-service teachers demonstrated the following new considerations and aptitudes: (1) the ability to engage in deeper discussions on parent-teacher communication, (2) an increased awareness of parents’ struggles and preferences, (3) the willingness to accommodate parents’ diverse needs and values, (4) a deeper understanding of what constitutes good teaching, (5) increased agency over their ability to improve their teaching, (6) a new focus on self-improvement, (7) the ability to reflect on their own attitudes, and (8) the ability to reflect on and find solutions to diversity-related parent-teacher communication challenges.» (p. 85)