Teachers’ experiences of being unsettled within their relationships with parents: Shifting professional knowledge landscapes

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-09-13 DOI:10.1016/j.tate.2024.104790

Sonja Lutovac , Virve Keränen , Minna Körkkö , Minna Uitto , D. Jean Clandinin

引用次数: 0

Abstract

In this study, we focus on exploring teachers' stories of their relationships with parents in times of digital communication. Employing the concept of teachers' professional knowledge landscape, we inquire into Finnish teachers' experiences with WILMA, a digital system used for teacher-parent communication in Finland. We discuss how teachers' experiences shaped by WILMA may disrupt their stories to live by, their identities, in relation with parents. Furthermore, teachers' stories suggest a problem for consideration in teacher education. What is called for are re-imagined ways for parents and teachers to collaborate, thus composing new partnerships on changing landscapes.

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教师与家长关系不稳定的经历：不断变化的专业知识景观

在本研究中，我们重点探讨了教师在数字通信时代与家长关系的故事。我们运用教师专业知识景观的概念，探究芬兰教师使用 WILMA（芬兰教师与家长交流的数字系统）的经验。我们讨论了教师在 WILMA 系统中的经历如何扰乱了他们的生活故事、身份以及与家长的关系。此外，教师们的故事还提出了教师教育中需要考虑的问题。我们需要重新设计家长和教师的合作方式，从而在不断变化的环境中建立新的伙伴关系。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.