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- Volume 36, Issue 3, 2016
Pedagogiek - Volume 36, Issue 3, 2016
Volume 36, Issue 3, 2016
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Competenties van leerkrachten in het samenwerken met ouders
Authors: Annelies Kassenberg, Dorien Petri & Jeannette DoornenbalAbstractCompetences of teachers in cooperating with parents: A literature review
It is not always easy for teachers to cooperate with parents. The competencies considered necessary for such cooperation are mostly described in general terms and the range of training programs, courses and handbooks on offer to support teachers in this field is broad and not very specific. In order to be able to substantiate these competencies and identify gaps in the present knowledge concerning parent-teacher cooperation a review study has been conducted. This study provides an overview of the international literature on teacher competencies needed for cooperation with parents. Results show that both the number and the quality of the sources found are inadequate to substantiate the competencies necessary for teacher-parent cooperation. Analysis of seven articles considered relevant to the subject provides insight into which knowledge, attitude and skills (competencies) contribute to a fruitful teacher-parent cooperation.
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De ervaringen van beginnende en ervaren leerkrachten in het contact met ouders
Authors: Emmely ten Have, Annelies Kassenberg & Ria LogtenbergAbstractThe experiences of beginning and experienced teachers in parent teacher contact
Beginning teachers struggle during their first years, which is shown in the number of beginning teachers that leave the profession. 25 percent leaves within five years. This is worrying, as there is a lack of teachers. Beginning teachers experience multiple problems, such as high workload. Which is largely caused by parent teacher contact. In this study, the relation between the amount of work experience in primary education, and the positive or negative experiences with parent teacher contact is studied. Interviews with primary school teachers from six elementary schools in the Northern part of the Netherlands are conducted by the method of storytelling, which is a form of narrative inquiry. Ten beginning teachers and ten experienced teachers were selected. Through these interviews, multiple stories were found, which were coded inductively and deductively. Content analysis showed some differences between beginning and experienced teachers. Beginning teachers seem to feel more insecure than experienced teachers, caused by their lack of experience and having no children themselves. Thereby, beginning teachers feel less appreciated by parents than experienced teachers do. However, similarities between beginning and experienced teachers are many times as large as the differences. Beginning and experienced teachers have the same ideas about cooperating with parents. Both see a decrease of teacher authority and an increase of critical parent attitude. Both experience many support of their colleagues or coach at work.
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Houdingen van leerkrachten ten aanzien van ouders en hun emoties, reacties en gevoelens van competentie bij verschillende uitingen van ouderbetrokkenheid
Authors: Eddie Denessen & Luc RaketAbstractAttitudes of teachers regarding parents and their emotions, reactions and feelings of competence in diverse ways of parental involvement: A case specific analysis
Parental involvement has become salient in the educational policy agenda. To successfully implement parental involvement policy in the school teachers are of major importance. In their daily contact with parents, teacher attitudes, their emotions and their competences play a significant role. Teachers are expected to deal with a variety of ways in which parents show their involvement with their child’s education; with assertive ways of involvement, like overprotective or unsatisfied parents, but also with parents who do not respond to school’s invitations. In this study, it is investigated how primary school teachers respond to diverse ways in which parents are involved and how these responses can be explained by teachers’ attitudes towards parental involvement. The study involved a survey among 127 teachers. They were asked about their attitudes towards parental involvement and they were presented with three hypothetical cases in which ways of involvement were depicted (overprotective, unsatisfied, non-responsive to invitations). Teachers were asked about their emotional and behavioural responses in these cases. Analyses showed that teachers in general have positive attitudes towards parental involvement, that they feel competent and that they intend to respond with understanding and empathy to various ways of involvement and that they put effort in building constructive relationships with these parents. Teachers with positive parental involvement attitudes were most sympathetic to parents who do not meet the ideal-typical standards of parental involvement.
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Contact met ouders in het grootstedelijke vmbo
More LessAbstractContact with parents in urban pre-vocational education
The guidance from parents of their children at home and the cooperation between school and parents can contribute to the success of students in school. This is especially important for pupils in urban contexts. Unfortunately, in urban contexts barriers exist that can hinder the relationship between school and parents. Furthermore, little is known on how school can facilitate parents in guiding their children at home, especially in the urban context. In this qualitative field-study the effect of different types of contact moments on a positive relationship with parents and the facilitation of parents to support their child at home is examined at four urban schools for pre-vocational education. The results of this study suggest that in the type of contact moments that schools currently use several issues hinder the establishment of a positive relationship with parents; organisational issues seem to interfere with the welcoming of the parents, there are few moments in which teachers and parents can get acquainted with each other, there is not much reciprocity and the role of the pupil in the contact between school and parents is often unclear. To facilitate parents in the guidance of the students at home, more attention is needed for the talents of the student in order to provide parents with more tools to encourage their children. Furthermore, schools offer parents with few concrete tools to support their children in their study process and in making choices regarding their (school)career. Several types of contact moments have been observed that offer more possibilities to realize a relationship with parents and/or facilitate the support of their children at home and overcome some of the previously mentioned issues. However, these types of contact are less prevailing in schools.
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Ouderbetrokkenheid van ouders met een kind in het eerste jaar vmbo
Authors: Karin Hoogeveen & Janneke SchilderAbstractParental involvement in the first year of secondary education. Parent beliefs on their roles, expectations, efficacy, wishes and behavior at the start and at the end of the school year
When schools want to strengthen parental involvement it is important to know more about the aspects influencing this. The current study explores whether the views, efficacy, wishes and expectations from parents can affect parental involvement. Understanding the decision of parents whether or not to become involved in the learning of their child and school is essential for schools in developing and improving their policies with regard to parental involvement. The ultimate goal is to strengthen educational success in students. The current study measured the parental role construction, efficacy, time and energy, the perception of invitations, and parental involvement at the beginning of the first year in secondary school (N = 201) and in the end of that school year (N = 52). The questionnaire was largely based on the empirically tested model by Hoover-Dempsey (2005). It is expected that whether or not parents decide to play an active role in the education of their child (both at home and at school) is related to the perceived role of parents, and the extent to which they score high on efficacy. Available time and energy is seen as a mediating variable. Items from the scales used by Hoover-Dempsey were translated into Dutch and were found to be reliable and usable to measure the constructs in the Dutch context. Perceived role and the degree to which parents consider themselves competent were positively related to parental involvement. Parents who were more likely to help their child with education were more involved in school, an important predictor of school success. The extent to which parents thought it was important to cooperate with the school was also positively related to parental involvement. The intermediating role of available time and energy of parents, as suggested in the model of Hoover-Dempsey, was not found in the current study.
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Een schoolleergemeenschap met leerkrachten en ouders
AbstractA school learning community formed by teachers and parents: Towards improving educational partnership
A partnership in which parents and teachers attune their support can be beneficial for children’s development. However, in practice parents and teachers encounter difficulties in establishing such partnerships. A school learning community (SLC) in which parents and teachers cooperate and reflect on their views and practices could be beneficial for the improvement of such a partnership. In the current study parents and teachers were supervised during their cooperation in a SLC towards an improved educational partnership. This research examined how equality and diversity were expressed in the SLC and to what extent participants were able to reflect on their opinions and practices. Also, it was investigated whether participants were able to convert the insights gained through reflection into practical partnership returns for the school. Four schools formed SLC’s consisting of kindergarten teachers and parents, which met five times. Transcripts of the meetings were analysed using a Thematic Coding Approach. Results show that equality and diversity were expressed in several ways. Equality in communication and attention to individual experiences and differences became important topics in the improvement of educational partnership. Depending on the school context, parents and teachers were able to reflect more or less thorough on their opinions and practices, especially regarding ‘communication’. At each school new insights into equality and diversity were translated into applications in the school. Differences between schools are discussed. Further research should determine whether these events lead to an improved long-term educational partnership that is anchored in school policy.
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