Journal
TEACHING AND TEACHER EDUCATION
Volume 27, Issue 2, Pages 268-277Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.tate.2010.08.010
Keywords
Social justice; Parent-teacher relationships; Constructivist teaching; Action research; Enacted curriculum; Professional teacher development; Teacher as learner; Discourse practices; Critical theory; Postmodernism; Globalization
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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. (C) 2010 Elsevier Ltd. All rights reserved.
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