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Asking, listening, and learning: Toward a more thorough method of inquiry in home–school relations
ARTICLE

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TATE Volume 27, Number 2, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

The article provides a rationale and description of a constructivist parent–teacher approach used to support preservice teachers’ understandings of relationships between home and school. Using a critical theoretical framing of policy, social science, and enacted curriculum, the authors ask readers to consider moving away from proscribed models of home–school relationships to a partnering lens which allows teachers to view their initial communications as a crucial teacher-learning endeavor. With this approach, preservice teachers are constructing their understanding of parents’ views of children, uncovering resources and parents ideals, and empowering themselves to deconstruct/reconstruct images of families in a more just framework.

Citation

Kroeger, J. & Lash, M. (2011). Asking, listening, and learning: Toward a more thorough method of inquiry in home–school relations. Teaching and Teacher Education: An International Journal of Research and Studies, 27(2), 268-277. Elsevier Ltd. Retrieved September 24, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2010.08.010

Keywords