Anecdotes, experience, and 'learning by osmosis': The role of professional cultures in preparing teachers for parent-school engagement

Sue Okerson SALTMARSH, Amy K. MCPHERSON, Sayan CHAKRABARTY, Stephen WINN, David SALTMARSH

Research output: Contribution to journalArticles

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. Copyright © 2020 Social Science Press.
Original languageEnglish
Pages (from-to)22-37
JournalAustralian Journal of Teacher Education
Volume44
Issue number12
DOIs
Publication statusPublished - Dec 2019

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), 22-37. doi: 10.14221/ajte.2019v44n12.2

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