Finnish and Portuguese Parents’ Perspectives on the Role of Teachers in Parent-Teacher Partnerships and Parental Engagement

Show full item record



Permalink

http://hdl.handle.net/10138/333211

Citation

Levinthal , C , Kuusisto , E & Tirri , K 2021 , ' Finnish and Portuguese Parents’ Perspectives on the Role of Teachers in Parent-Teacher Partnerships and Parental Engagement ' , Education Sciences , vol. 11 , no. 6 , 306 . https://doi.org/10.3390/educsci11060306

Title: Finnish and Portuguese Parents’ Perspectives on the Role of Teachers in Parent-Teacher Partnerships and Parental Engagement
Author: Levinthal, Cristiana; Kuusisto, Elina; Tirri, Kirsi
Other contributor: University of Helsinki, Faculty of Educational Sciences
University of Helsinki, Tampere University
University of Helsinki, Department of Education

Date: 2021-06
Language: eng
Number of pages: 16
Belongs to series: Education Sciences
ISSN: 2227-7102
DOI: https://doi.org/10.3390/educsci11060306
URI: http://hdl.handle.net/10138/333211
Abstract: The current educational reforms in Finland and Portugal require a holistic engagement of parents with learning, bringing parents and teachers together as partners. This qualitative study, which interviewed Finnish (N = 10) and Portuguese (N = 9) parents, aimed to explore parents’ views on the role of teachers in supporting parent–teacher partnerships and parental engagement with the school. Inductive content analysis was performed to analyze the interviews. From a general standpoint, three patterns were found in the parents’ narratives about the role of teachers in supporting partnership and engagement: communication, professionalism, and invitations to active parental participation. From a cross-cultural standpoint, Finnish parents evidenced partnerships and engagement grounded in little face-to-face contact but consistent online communication with the teacher, as well as trust in their professionalism and independent work. The Portuguese parents revealed rather frequent active participation within the school premises, more recurrent face-to-face communication with the teacher, and appreciation for teachers’ timely responses and support. Recommendations for a holistic approach of engagement and partnerships were brought forward within the context of teacher education, such as the need to maintain simple but regular communication with parents and the relevance of reconsidering the frequency of parental activities in the school.
Subject: 516 Educational sciences
parents' perspectives
teachers' support
parent-teacher partnerships
parental engagement
Finland
Portugal
SCHOOL
EDUCATION
FAMILY
INVOLVEMENT
ELEMENTARY
Rights:


Files in this item

Total number of downloads: Loading...

Files Size Format View
education_11_00306_1_.pdf 313.2Kb PDF View/Open

This item appears in the following Collection(s)

Show full item record