Book contents
- Frontmatter
- Contents
- Introduction
- PART ONE NEW AREAS IN THE SCOPE OF LIFELONG LEARNING
- PART TWO INSTITUTIONAL CONTEXT OF LIFELONG LEARNING
- PART THREE LIFELONG LEARNING PRACTICES IN FAMILY AND SCHOOL BACKGROUND
- Chapter 7 Intergenerational cooperation and learning in families in Slovenia
- Chapter 8 Teachers – parents cooperation in school culture development
- Chapter 9 Why research at all? The possibilities for improving teaching practice
- Chapter 10 The role and significance of teamwork in the school environment
- Contributors
- Name index
- Subject index
Chapter 8 - Teachers – parents cooperation in school culture development
from PART THREE - LIFELONG LEARNING PRACTICES IN FAMILY AND SCHOOL BACKGROUND
Published online by Cambridge University Press: 05 September 2014
- Frontmatter
- Contents
- Introduction
- PART ONE NEW AREAS IN THE SCOPE OF LIFELONG LEARNING
- PART TWO INSTITUTIONAL CONTEXT OF LIFELONG LEARNING
- PART THREE LIFELONG LEARNING PRACTICES IN FAMILY AND SCHOOL BACKGROUND
- Chapter 7 Intergenerational cooperation and learning in families in Slovenia
- Chapter 8 Teachers – parents cooperation in school culture development
- Chapter 9 Why research at all? The possibilities for improving teaching practice
- Chapter 10 The role and significance of teamwork in the school environment
- Contributors
- Name index
- Subject index
Summary
Introduction
The importance of quality cooperation between teachers and parents for the comprehensive encouragement of every child's development has been justified several times and confirmed in many empirical studies, while the benefits of such cooperation are evident in parents, teachers and in school work in general (Burden, 1995; Gonzalez-DeHass, Willems, Doan Holbein, 2005; Henderson, Berla, 1994; Hornby, 2000; Jordan, Orozco, Averett, 2001; Kalin and Šteh, 2008; Pomerantz, Moorman, Litwack, 2007; Soo-Yin, 2003). An often asked question is how to achieve quality partnership co-operation between teachers and parents – one that presupposes shared expertise and control with the purpose of providing optimal education of children (Hornby, 2000). Many authors present the partnership model as the most suitable for developing the constructive involvement of parents, as it assumes taking parents' needs into account and establishing forms of cooperation in which parents can contribute to the development and education of their children. Such a partnership requires a mutual preparedness for collaboration.
Most teachers agree on the need for quality cooperation between teachers and parents, and this could easily be set as one of the goals of each individual school. More pressing is the question of how teachers understand quality cooperation, how their beliefs are integrated in their existing underlying beliefs and actions referring to the educational function of a school, and whether they are prepared to change the way they act in order to improve the quality of mutual cooperation. Bečaj (2009, p. 37) mentions that “our problems are not in not knowing what is good and what we wish, but in creating conditions in which this fine talk can be transferred into practice.”
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- Information
- Lifelong Learning TodayNew Areas, Contexts, Practices, pp. 113 - 126Publisher: Jagiellonian University PressPrint publication year: 2013