Authors

Sue Saltmarsh, University of Southern QueenslandFollow
Amy K. McPherson, Australian Catholic UniversityFollow
Sayan Chakrabarty, University of Southern QueenslandFollow
Stephen Winn, Edith Cowan UniversityFollow
David Saltmarsh, University of Southern QueenslandFollow

Anecdotes, Experience, and ‘Learning By Osmosis’: The Role of Professional Cultures in Preparing Teachers for Parent-School Engagement

Abstract

Initial teacher education and experiences of the professional cultures of teaching contribute to teachers’ understandings about how to engage with parents. Drawing on qualitative research data, and informed by Michel de Certeau’s theory of culture and everyday life, this paper explores how everyday beliefs and professional practices that shape relationships between teachers and parents can remain relatively stable despite changing expectations of policy-makers and communities. The paper argues that equipping pre-service, beginning and experienced teachers and school leaders with research-based understandings about these cultural dynamics is crucial to informing professional practices that support meaningful and effective parent-school engagement.

Recommended Citation

Saltmarsh, S., McPherson, A. K., Chakrabarty, S., Winn, S., & Saltmarsh, D. (2019). Anecdotes, Experience, and ‘Learning By Osmosis’: The Role of Professional Cultures in Preparing Teachers for Parent-School Engagement. Australian Journal of Teacher Education, 44(12). https://doi.org/10.14221/ajte.2019v44n12.2