Preservice Teachers Engage Parents in At-Home Learning: “We Are in This Together!”

IF 4.3 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Teaching and Learning Pub Date : 2022-04-27 DOI:10.22329/jtl.v16i1.6849
L. McKee, Anne Murray-Orr, Evan Throop Robinson
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Abstract

During pandemic school closures, preservice teachers designed activity plans to support the at-home learning of children in early elementary grades and recognized parents as vital to supporting their children’s learning. This article uses data from a multiple case study of preservice teachers’ planning during an alternate practicum. Drawing on models of family vibrancy and parent engagement that arise from funds of knowledge and parent knowledge theories, we highlight how preservice teachers included parents in reciprocal and democratic ways that honoured diverse family’s contexts and their knowledge of their children. Results illustrate the importance of asset-oriented, flexible pedagogies that include meaningful parent partnerships both during and beyond the pandemic.  
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保护教师让家长参与家庭学习:“我们在一起!”
在大流行期间学校关闭期间,职前教师设计了活动计划,以支持小学低年级儿童在家学习,并认识到家长对支持儿童学习至关重要。本文使用的数据从多个案例研究职前教师的规划在一个替代实习。借鉴来自知识基金和家长知识理论的家庭活力和家长参与模型,我们强调职前教师如何以互惠和民主的方式让家长参与进来,尊重不同的家庭背景和他们对孩子的了解。结果表明,以资产为导向的灵活教学法的重要性,其中包括在大流行期间和之后建立有意义的家长伙伴关系。
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来源期刊
Journal of Teaching and Learning
Journal of Teaching and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
2.20%
发文量
18
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