通过教师专业学习创造积极的家校伙伴关系——国际文献综述

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-06-13 DOI:10.1016/j.tate.2025.105127

Stevie-Jae Hepburn , Madi Trompf , Julie Hodges , Lynda Maree MacLeod , Tianyi Ma , Jiachen Teng , Alicia Johnson , Christopher Boyle , Matthew Sanders

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引用次数: 0

摘要

本综述确定了关于教师技能发展以加强家校合作关系（HSP）的国际文献，包括初始教师教育和持续专业发展。使用prism - scr方法，搜索跨越6个数据库，产生2947条记录。在筛选2044份记录后，有30项研究符合纳入标准。超过一半的专业学习机会是亲自提供的，包括理论重点关注父母/照顾者的参与，实践行为技能培训和人际关系技能发展。教师的态度和观念既促进了专业学习，也限制了专业学习。成功的项目支持了真正的利益相关者合作，并创造了对HSP的共同理解。

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Creating a positive home-school partnership through professional learning for teachers – A scoping review of the international literature

This scoping review identified the international literature on teachers' skill development for enhancing home-school partnerships (HSP), encompassing both initial teacher education and continuing professional development. Using the PRISMA-ScR method, the search spanned six databases, yielding 2947 records. After screening 2044 records, 30 studies met the inclusion criteria. Over half the professional learning opportunities were delivered in person, including a theoretical focus addressing parent/carer engagement, practical behaviour skills training and interpersonal skill development. Teacher attitudes and perceptions both enabled and constrained professional learning. Successful programs supported genuine stakeholder collaboration and created a shared understanding of HSP.

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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.