Preparing for parents: How Australian teacher education is addressing the question of parent-school engagement

Sue Okerson SALTMARSH, Jenny BARR, Amy CHAPMAN

Research output: Contribution to journalArticles

19 Citations (Scopus)

Abstract

Parent-school engagement is widely embraced as a policy and educational ideal, yet to date there are few studies of how teacher education prepares students for this important aspect of their professional lives. In this paper, we consider findings from a recent Australian study that explored how the issue of parent-school relations is currently addressed in Australian initial teacher education programmes. The study is situated within the broader policy context of teaching standards. Our findings challenge suggestions that parent-school engagement is largely absent from pre-service programmes, and although the study recognizes gaps and discontinuities, it also identifies four key domains in which initial teacher education currently prepares students for parent engagement. We argue that students are being prepared for parent-school engagement in a variety of ways, but that there is insufficient continuity to ensure that all beginning teachers have a thorough understanding of how to work effectively with parents. Copyright © 2014 National Institute of Education, Singapore.
Original languageEnglish
Pages (from-to)69-84
JournalAsia Pacific Journal of Education
Volume35
Issue number1
Early online dateApr 2014
DOIs
Publication statusPublished - 2015

Citation

Saltmarsh, S., Barr, J., & Chapman, A. (2015). Preparing for parents: How Australian teacher education is addressing the question of parent-school engagement. Asia Pacific Journal of Education, 35(1), 69-84. doi: 10.1080/02188791.2014.906385

Keywords

  • Parents
  • Parental engagement
  • Teacher education
  • Standards
  • Australia

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