家长与家庭参与的教师信念：反思我国家庭参与范式

发布时间：2016-05-02 20:47

“'chasm”往往是创造健康失调的老师和父母/家庭之间的教师信念影响较大（斯威克，2004）。教师信念包括许多隐藏的假设和概括的影响往往是孤立的经验和因素。在变化的时代，信仰通常会显示在行动，可能代表人们的最好，但非常不完整的反应压力。例如，我们（教师和教师教育者）可能会说，我们相信在父母/家庭参与，但当面对父母看事情不同，我们可能不会改变我们的实际关系（曼娜冈萨雷斯，，1994）。因此，本文旨在提供洞察教师信念的作用，父母和家庭参与，支持或抑制父母和家庭参与的关系，孩子和家庭的关系。作者的目的是提供积极的信念和策略，发展家庭和学校之间的关系。

INTRODUCTION 介绍

The ‘‘chasm’’ that often develops to create unhealthy dissonance between teacher and parents/ families is greatly influenced by teacher beliefs (Swick, 2004). Teacher beliefs include many hidden assumptions and generalizations that are influenced by often isolated experiences and factors. During times of change, beliefs are typically revealed in actions that may represent people’s best but very incomplete response to stress. For example, we (teachers and teacher educators) might say we believe in parent/ family involvement but when confronted by a parent who sees things differently, we may not alter our actual relations (Gonzalez-Mena, 1994). Thus, this article seeks to provide insights into the role of teacher beliefs about parent and family involvement in supporting or inhibiting parent and family participation in partnerships related to the well being of child and family. The authors aim to offer positive beliefs and strategies for developing nurturing relations between families and schools.
 
FACTORS INFLUENCING TEACHER BELIEFS 
LIMITS AND PROBLEMS WITH THE TRADITIONAL PARADIGM 
EXAMINING PARENT INVOLVEMENT ACROSS CONTEXTS 
RETHINKING THE PARADIGM 

AN INVITATION FOR RE-ENVISIONING PARENT INVOLVEMENT

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