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.
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