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Article

Finnish and Portuguese Parents’ Perspectives on the Role of Teachers in Parent-Teacher Partnerships and Parental Engagement

1
Department of Educational Sciences, University of Helsinki, 00100 Helsinki, Finland
2
Faculty of Education and Culture, Tampere University, 33100 Tampere, Finland
*
Author to whom correspondence should be addressed.
Academic Editor: James Albright
Educ. Sci. 2021, 11(6), 306; https://doi.org/10.3390/educsci11060306
Received: 16 April 2021 / Revised: 14 June 2021 / Accepted: 16 June 2021 / Published: 21 June 2021
(This article belongs to the Special Issue Contemporary Teacher Education: A Global Perspective)
The current educational reforms in Finland and Portugal require a holistic engagement of parents with learning, bringing parents and teachers together as partners. This qualitative study, which interviewed Finnish (N = 10) and Portuguese (N = 9) parents, aimed to explore parents’ views on the role of teachers in supporting parent–teacher partnerships and parental engagement with the school. Inductive content analysis was performed to analyze the interviews. From a general standpoint, three patterns were found in the parents’ narratives about the role of teachers in supporting partnership and engagement: communication, professionalism, and invitations to active parental participation. From a cross-cultural standpoint, Finnish parents evidenced partnerships and engagement grounded in little face-to-face contact but consistent online communication with the teacher, as well as trust in their professionalism and independent work. The Portuguese parents revealed rather frequent active participation within the school premises, more recurrent face-to-face communication with the teacher, and appreciation for teachers’ timely responses and support. Recommendations for a holistic approach of engagement and partnerships were brought forward within the context of teacher education, such as the need to maintain simple but regular communication with parents and the relevance of reconsidering the frequency of parental activities in the school. View Full-Text
Keywords: parents’ perspectives; teachers’ support; parent–teacher partnerships; parental engagement; Finland; Portugal parents’ perspectives; teachers’ support; parent–teacher partnerships; parental engagement; Finland; Portugal
MDPI and ACS Style

Levinthal, C.; Kuusisto, E.; Tirri, K. Finnish and Portuguese Parents’ Perspectives on the Role of Teachers in Parent-Teacher Partnerships and Parental Engagement. Educ. Sci. 2021, 11, 306. https://doi.org/10.3390/educsci11060306

AMA Style

Levinthal C, Kuusisto E, Tirri K. Finnish and Portuguese Parents’ Perspectives on the Role of Teachers in Parent-Teacher Partnerships and Parental Engagement. Education Sciences. 2021; 11(6):306. https://doi.org/10.3390/educsci11060306

Chicago/Turabian Style

Levinthal, Cristiana, Elina Kuusisto, and Kirsi Tirri. 2021. "Finnish and Portuguese Parents’ Perspectives on the Role of Teachers in Parent-Teacher Partnerships and Parental Engagement" Education Sciences 11, no. 6: 306. https://doi.org/10.3390/educsci11060306

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Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

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