Family-school partnerships, the educative process, and pre-service teachers: a systematic literature review
Presentation
Paper/Presentation Title | Family-school partnerships, the educative process, and pre-service teachers: a systematic literature review |
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Presentation Type | Presentation |
Authors | Scaparolo, Gemma, Chamlin, Tracey and Glasby, Karen |
Journal Citation | pp. 48-48 |
Number of Pages | 1 |
Year | 2023 |
Place of Publication | Australia |
Web Address (URL) of Conference Proceedings | https://drive.google.com/file/d/1g2R2Z1kHkZzGFa7vcUhmnFEoJDZY5rtF/view |
Conference/Event | 2023 Australian Teacher Education Association Conference (2023 ATEA) |
Event Details | 2023 Australian Teacher Education Association Conference (2023 ATEA) Parent Australian Teacher Education Association (ATEA) Conference Delivery In person Event Date 12 to end of 14 Jul 2023 Event Location Sydney, Australia Event Web Address (URL) |
Abstract | The Australian Professional Standards for Teachers include two standards relating to engaging and involving parents/carers in the educative process. While it is widely reported that parental involvement and engagement can positively impact students’ learning and school experience, less is known about what effective engagement looks like between teachers, schools, and parents/carers and their families specifically relating to students’ learning and how to prepare pre-service teachers for this during initial teacher education. The latest national review of initial teacher education in Australia identified that a key area for improvement is preparing preservice teachers for family/carer engagement; therefore, it is relevant to investigate this further at this time. The aim of this study is to examine the literature on family-school partnerships with a specific focus on how to prepare pre-service teachers to be able to work effectively, sensitively, and confidentially with parents/carers in the educative process. This presentation will share the findings of a systematic literature review of the last ten years of empirical research and identify implications for initial teacher education, teacher professional standards, policy, and future research. The findings relate to the variance of the terminology used, the nature and purpose of interactions between teachers, schools and parents/carers, and families, specifically relating to students’ learning and pedagogical approaches for preparing preservice teachers to meet the relevant graduate professional standards. |
ANZSRC Field of Research 2020 | 390307. Teacher education and professional development of educators |
Public Notes | Files associated with this item cannot be displayed due to copyright restrictions, but may be accessed online. Please see the link in the URL field. |
Byline Affiliations | No affiliation |
https://research.usq.edu.au/item/z23z6/family-school-partnerships-the-educative-process-and-pre-service-teachers-a-systematic-literature-review
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