Specifying the contributions of parents as pedagogues: Insights for parent–school partnerships

Specifying the contributions of parents as pedagogues: Insights for parent–school partnerships

Research strongly suggests that learning outcomes improve with increased parental involvement in school settings, and policy in Australia aligns by encouraging schools to work in ‘partnership’ with parents and communities. The Australian Institute for Teaching and School Leadership endorses the requirement of graduate teachers to ‘engage with the parents/carers’ and encourages parents in classrooms. However, a research gap exists regarding exactly what it is that parents might contribute to the classroom and how these contributions improve learning outcomes for all children. This case study reports on a parent-instigated program in one school, affording deeper insight into the potential of parent contributions to support learning outcomes for all students. An ecological stance on learning (applying theory from both ecological and environmental psychology) frames the research, and findings reveal some insights into the legitimacy of parent contributions that can support teachers to engage parents in pedagogical ways, enabling functional parent–school partnerships at the local community level.

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