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Cited by 33Parental Involvement in EducationTeacher Education and Leadership StudiesDiverse Education Studies and Reforms

Primary school teachers’ collaboration with parents on upbringing: A review of the empirical literature

Stroetinga, Mirjam, Leeman, Yvonne, Veugelers, Wiel·2019·Educational Review
DOI 10.1080/00131911.2018.1459478
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Abstract

This article presents the outcomes of a review of the last decade’s scientific literature on primary school teachers’ collaboration with parents on upbringing. Since educational goals related to upbringing are of renewed interest in today’s western societies, we were curious to learn what current literature tells us about this facet of collaboration between teachers and parents. Twenty empirical studies were included in the research. Methods of searching, selecting and coding are described. A prominent finding of the review is that teacher–parent collaboration on upbringing is not a frequently studied topic. However, in the available studies the following complicating factors to teacher–parent collaboration on upbringing are found: a tendency of teachers and parents to remain silent about upbringing-related issues; a school-based interpretation of teacher–parent collaboration among teachers; and teachers’ difficulty to collaborate with parents in the case of differing value positions, related to teachers’ narrow views on “good” upbringing. Positive factors found concern teachers’ professional practices, such as initiating dialogue, building warm, trusting relationships and adopting alternative frames to broaden their understanding of teacher–parent collaboration and of alternative upbringing practices and beliefs. In accordance with these positive and complicating factors, encouraging teacher professionalisation practices concerns (pre-service) teachers’ collegial experience exchange and reflection at a profound personal level. Subjects for future research are discussed.

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Authors
Stroetinga, M., Leeman, Y., & Veugelers, W.
Affiliations
  • University of Applied Sciences Utrecht (NL)
  • University of Humanistic Studies (NL)
Corresponding author
Stroetinga, Mirjam
ORCID
Venue
Educational Review
Publisher
Informa UK Limited
Published
2018-04-19
Volume
71
Issue
5
Pages
650-667
ISSN
  • 0013-1911 (ISSN-L)
  • 1465-3397
DOI
10.1080/00131911.2018.1459478
OpenAlex
W2802738957
Cited by
33
References
47
Citations by year
2026: 6 · 2025: 5 · 2024: 4 · 2023: 5 · 2022: 6 · 2021: 5 · 2020: 1 · 2019: 1
FWCI
5.67
Type
journal article
Language
en
Open access
closed
Locations
  • Educational Review (publishedVersion)
  • Data Archiving and Networked Services (DANS) (submittedVersion)
Topics
  • Social Sciences › Education › Parental Involvement in Education
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Diverse Education Studies and Reforms
Keywords
teacher-parent collaboration, upbringing, primary school teachers, parent-teacher relationships, teacher professionalization, pre-service teachers, parent-teacher trust

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