Building Partner Cooperation between Teachers and Parents

This paper presents the goals of teacher-parent cooperation, various potential models for establishing mutual cooperation, and the conditions required to achieve quality interactive cooperation. The partnership model is highlighted as an optimal model of interactive cooperation between teachers and...

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Autores principales:	Bar Šteh, Jana Kalin
Formato:	article
Lenguaje:	EN
Publicado:	University of Ljubljana 2011
Materias:	models of mutual cooperation obstacles to cooperation partnership model teachers and parents Education (General) L7-991
Acceso en línea:	https://doaj.org/article/f93775aacc2e403a93eed7ee62203f8f
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spelling	oai:doaj.org-article:f93775aacc2e403a93eed7ee62203f8f2021-11-15T13:29:17ZBuilding Partner Cooperation between Teachers and Parents10.26529/cepsj.4071855-97192232-2647https://doaj.org/article/f93775aacc2e403a93eed7ee62203f8f2011-12-01T00:00:00Zhttps://cepsj.si/index.php/cepsj/article/view/407https://doaj.org/toc/1855-9719https://doaj.org/toc/2232-2647This paper presents the goals of teacher-parent cooperation, various potential models for establishing mutual cooperation, and the conditions required to achieve quality interactive cooperation. The partnership model is highlighted as an optimal model of interactive cooperation between teachers and parents, as it includes the distribution of expertise and control with the purpose of ensuring optimal education for children. It enables the creation of an interactive working relationship in which all of those involved are respected and recognised in their efforts to achieve common goals. The second part presents the findings of an empirical study carried out on a representative sample of Slovene primary schools. Teachers (N = 467) and parents (N = 1,690) were asked to express their opinions about the need for mutual cooperation, their view of each other when fulfilling their respective roles, and where they perceive the main obstacles to mutual cooperation. It became evident that teachers and parents have doubts about each other’s competence. This does not form a solid base on which to establish and build the necessary partner relationship, and along with it mutual cooperation. Yet both groups to a large extent agree that teacher-parent cooperation is both necessary and useful. This gives rise to the question as to how to ensure that schools adopt policies promoting opportunities for better understanding, for building quality mutual relations and for parents to become more actively involved. Bar ŠtehJana KalinUniversity of Ljubljanaarticlemodels of mutual cooperationobstacles to cooperationpartnership modelteachers and parentsEducation (General)L7-991ENCenter for Educational Policy Studies Journal, Vol 1, Iss 4, Pp 81-101 (2011)
institution	DOAJ
collection	DOAJ
language	EN
topic	models of mutual cooperation obstacles to cooperation partnership model teachers and parents Education (General) L7-991
spellingShingle	models of mutual cooperation obstacles to cooperation partnership model teachers and parents Education (General) L7-991 Bar Šteh Jana Kalin Building Partner Cooperation between Teachers and Parents
description	This paper presents the goals of teacher-parent cooperation, various potential models for establishing mutual cooperation, and the conditions required to achieve quality interactive cooperation. The partnership model is highlighted as an optimal model of interactive cooperation between teachers and parents, as it includes the distribution of expertise and control with the purpose of ensuring optimal education for children. It enables the creation of an interactive working relationship in which all of those involved are respected and recognised in their efforts to achieve common goals. The second part presents the findings of an empirical study carried out on a representative sample of Slovene primary schools. Teachers (N = 467) and parents (N = 1,690) were asked to express their opinions about the need for mutual cooperation, their view of each other when fulfilling their respective roles, and where they perceive the main obstacles to mutual cooperation. It became evident that teachers and parents have doubts about each other’s competence. This does not form a solid base on which to establish and build the necessary partner relationship, and along with it mutual cooperation. Yet both groups to a large extent agree that teacher-parent cooperation is both necessary and useful. This gives rise to the question as to how to ensure that schools adopt policies promoting opportunities for better understanding, for building quality mutual relations and for parents to become more actively involved.
format	article
author	Bar Šteh Jana Kalin
author_facet	Bar Šteh Jana Kalin
author_sort	Bar Šteh
title	Building Partner Cooperation between Teachers and Parents
title_short	Building Partner Cooperation between Teachers and Parents
title_full	Building Partner Cooperation between Teachers and Parents
title_fullStr	Building Partner Cooperation between Teachers and Parents
title_full_unstemmed	Building Partner Cooperation between Teachers and Parents
title_sort	building partner cooperation between teachers and parents
publisher	University of Ljubljana
publishDate	2011
url	https://doaj.org/article/f93775aacc2e403a93eed7ee62203f8f
work_keys_str_mv	AT barsteh buildingpartnercooperationbetweenteachersandparents AT janakalin buildingpartnercooperationbetweenteachersandparents
_version_	1718428471679516672

Building Partner Cooperation between Teachers and Parents

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