Family-school partnerships: a challenge for teacher education

Development Strategies of Pedagogy of Partnership in Educational Process of Small Schools in Ukraine and Abroad: A Comparative Aspect

“…We should analyze its understanding by foreign scientists. In the USA, Belgium, scientists emphasize on the interpretation of «partnership pedagogy» as the profes-sional development of teachers for cooperation with families (Willemse et al, 2018), as the ability to be competent to cooperate, gain experience in the field, the opportunity to cooperate in short-term and long-term projects. At the same time, teachers of schools in these countries, according to scientists, feel unprepared for the pedagogy of partnership (de Bruïne et al, 2014).…”

“…European countries are developing educational support programs for educational partnerships. These are programs of study and professional teamwork, where specialists in various academic disciplines cooperate to achieve a common goal -equal cooperation between family and school (Willemse et al, 2018). In particular, such programs concern: the training of professional teachers competent to work with parents; introduction of a partnership education training program as an important component of the school educational organization; cooperation of future teachers with parents outside of normal communications; parent and teacher continuing education programs (Willemse et al, 2018).…”

“…In their works, T. Willemsea and others explore the peculiarities of cooperation between educational institutions, teachers, and families that can influence pupils, in particular their social development and sense of well-being at all levels of education. Scientists argue that, despite evidence of positive results from family participation in education, its potential in schools is still ignored (Willemse, Thompson, Vanderlinde, & Mutton, 2018).…”

Tiempo escolar

“…Chiappe y Rodríguez (2017) analizan los problemas en la calidad de la educación desde la falta de encuentro entre los agentes educativos. Respecto de los estudiantes y profesores, los autores señalan que los primeros sólo ven lo que sus profesores les enseñan, y los profesores sólo ven lo que los alumnos hacen en las clases y descuidan los contextos extraescolares y la información que está más allá de las aulas; los directivos se insertan en un flujo de información que va más allá del aula, en un mundo cambiante y globalizado; por último, encontramos que la familia está ausente de la vida escolar (Willemse et al, 2018), aunque su participación ha sido identificada como clave para el éxito educativo (Granata et al, 2016).…”

Navigating the process of building parent-teacher partnerships: Experiences of early childhood pre-service teachers

“…Emphasizing the need for specific courses on school, family, and community partnerships, the benefits of family engagement in student academic and social success is highlighted (Delgado-Gaitan, 2007;Epstein, 2006;Epstein et al, 2018), and teacher educators are challenged to prepare future teachers for effective partnerships with families (D'Haem & Griswold, 2017). In particular, the lack of preparation for pre-service teachers on how to work with families has been highlighted as being problematic and despite some progress within initial teacher preparation programs, few pre-service teachers have access to full courses on how to form partnerships with families (Willemse, Thompson, Vanderlinde, & Mutton, 2018). It is no wonder that most pre-service teachers report learning no competencies in establishing strong partnerships with families (D'Haem & Griswold, 2017;Patte, 2011) and often face many obstacles in achieving meaningful parent-teacher relationships (Bofferding, Kastberg, & Hoffman, 2016).…”