What Differences Between Parents’ and Teachers’ Views About Their Relationships in Québec (Canada)

What Differences Between Parents’ and Teachers’ Views About Their Relationships in Québec (Canada)

What Differences Between Parents’ and Teachers’ Views About Their Relationships in Québec (Canada)

What Differences Between Parents’ and Teachers’ Views About Their Relationships in Québec (Canada)s

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Référence bibliographique [22627]

Arapi, Enkeleda et Hamel, Christine. 2021. «What Differences Between Parents’ and Teachers’ Views About Their Relationships in Québec (Canada) ». International Journal of Instruction, vol. 14, no 3, p. 309-326.

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Fiche synthèse

1. Objectifs


Intentions :
«The goal of this paper is to compare on the one hand, the parents’ views in their narratives on parents and teachers practices, and on the other hand, the teachers’ views in their narratives on parents and teachers practices as well, to gain insight on the tensions characterizing these partnerships and on the possible solutions set forth by these actors.» (p. 309)

Questions/Hypothèses :
«This study [...] aimed to compare the discourse of parents and teachers in order to better understand SFC [school, family and community] partnerships. To this end, we set out to answer the following questions: What are the practices developed by teachers and parents that encourage or not cooperation between them? Are there divergences and convergences between parents and teachers in the context of their cooperation? What are the elements of a efficient cooperation according to parents and teachers?» (p. 313)

2. Méthode


Échantillon/Matériau :
«The sites involved in this study were six elementary schools in the Greater Quebec City area. Hired from these schools, 14 teachers and 45 parents participated in the interviews. These parents’ children attended the classes of the 14 teachers who participated in the research: there is thus a relationship between the parents and the teachers, with the pupils at the heart of this relationship.» (p. 313)

Instruments :
Guide d’entretien semi-directif

Type de traitement des données :
Analyse de contenu

3. Résumé


«The discourse of the actors brought out their practices relating to SFC partnerships. Both actors reported that learning at home and teacher-parent communication were the practices of partnership they favoured. They were in agreement regarding the tasks to be accomplished, but differences emerged regarding the means provided by the teachers to support the parents. The parents said the teachers provided them with few tools and insufficient pedagogical information or explanations regarding the learning objectives. The partners used the same means of communication, but the parents felt that communication with the teachers was not frequent enough. As regards PI [parental involvement] at school, the parents mainly participated by accompanying the class on school outings. The parents did not often participate in the SC [school council], undoubtedly because, aside from the limited number of places made available for them, they also doubted that their input in this council would make a difference.» (p. 324)