在WhatsApp群组中引导家长参与：一项家长-教师经验的研究

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-05-13 DOI:10.1016/j.tate.2025.105074

Shira Traeger-Soudry , Hananel Rosenberg , Chen Sabag-Ben Porat , Hila Lowenstein-Barkai

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引用次数: 0

摘要

本研究以小学教师-家长群体为研究对象，探讨了whatsapp群组如何影响家长参与教育。利用父母参与和数字支持的理论，我们探索这些群体如何改变传统的教育伙伴关系。通过对教师和家长的深入访谈，该研究强调了WhatsApp的公共性质、持续可用性和对话形式如何促进和限制有意义的家长参与。研究结果揭示了数字平台如何重塑参与到参与的连续体，强调在增强沟通机会和保持适当的专业界限之间的平衡。本研究增强了对数字空间中父母参与的理论理解，并为管理技术介导的教育伙伴关系提供了实践见解。

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Navigating parental engagement in WhatsApp groups: A study of parent-teacher experiences

This study examines how WhatsApp-groups shape parental engagement in education, focusing on elementary school teachers-parents groups. Using theories of parental engagement and digital affordances, we explore how these groups transform traditional educational partnerships. Through in-depth interviews with teachers and parents, the study highlights how WhatsApp's public nature, constant availability, and conversational format both enable and constrain meaningful parental engagement. Findings reveal how digital platforms reshape the involvement-to-engagement continuum, emphasizing the balance between enhanced communication opportunities and maintaining appropriate professional boundaries. This research enhances theoretical understanding of parental engagement in digital spaces and offers practical insights for managing technology-mediated educational partnerships.

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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.