Australian Journal of Teacher Education
Abstract
This study sought to identify factors that parents and teachers described as impacting on their interactions. Previous research indicated that student performance levels increase when parents and teachers work together; however, in practice, there are underlying tensions. The key findings revealed that the nature of parent-teacher interactions was either collaborative or non-collaborative, several activities underpinned these practices, and positive or less than satisfactory outcomes were afforded to students. Furthermore, parents and teachers had similar preferences on what practices made their interactions collaborative; however, they had different views (preferences) on what constituted non-collaborative practices. The findings from this research have implications not only for teachers and school leaders, but also for universities and pre-service teachers. This study recommends professional learning opportunities for teachers and pre-service teachers examining these collaborative and non-collaborative practices.
Recommended Citation
Ellis, M., Lock, G., & Lummis, G. (2015). Parent-Teacher Interactions: Engaging with Parents and Carers. Australian Journal of Teacher Education, 40(5). https://doi.org/10.14221/ajte.2015v40n5.9
Included in
Educational Leadership Commons, Higher Education Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Teacher Education and Professional Development Commons