Supporting teachers in fostering meaningful family engagement in children’s learning : a view on teachers’ perspectives on family engagement in Klaipeda Nature School
Clarke, Marina (2023)
2023
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2023053016317
https://urn.fi/URN:NBN:fi:amk-2023053016317
Tiivistelmä
This thesis focuses on what constitutes family engagement in children's education and what role it plays not only in children's learning but in a broader context of an education system. It also analyzes the role of school leadership in family engagement and various types of barriers that teachers face in their family engagement processes.
This research is being commissioned by Klaipeda Nature School, established in 2017 in Lithuania, and is on its journey to become part of international Waldorf schools. The researcher's role was to investigate the current school's policies and procedures in the context of parental contributions and needs and to understand teachers' barriers to fostering meaningful family engagement practices.
The theoretical framework of this thesis observed the transition of the concept of family engagement from participation to engagement and family-school partnerships. It introduced the primary authors of theories of family engagement as well as models and conditions required for the successful implementation of FE practices in schools. Finally, this thesis gave insight into educators' main barriers that decrease effective family engagement practices.
The author conducted qualitative interviews at Klaipeda Nature School to investigate the school's status of parental engagement practices. This research revealed that overcoming specific barriers is necessary for educators to foster meaningful and reciprocal relationships with the families in Klaipeda Nature School. Receiving in-service professional development and support in parental engagement, developing clear school policies and procedures in the context of parents' contributions and needs, working on personal beliefs, and building trust among community members might help overcome the barriers and enhance parental engagement in Klaipeda Nature School.
This research is being commissioned by Klaipeda Nature School, established in 2017 in Lithuania, and is on its journey to become part of international Waldorf schools. The researcher's role was to investigate the current school's policies and procedures in the context of parental contributions and needs and to understand teachers' barriers to fostering meaningful family engagement practices.
The theoretical framework of this thesis observed the transition of the concept of family engagement from participation to engagement and family-school partnerships. It introduced the primary authors of theories of family engagement as well as models and conditions required for the successful implementation of FE practices in schools. Finally, this thesis gave insight into educators' main barriers that decrease effective family engagement practices.
The author conducted qualitative interviews at Klaipeda Nature School to investigate the school's status of parental engagement practices. This research revealed that overcoming specific barriers is necessary for educators to foster meaningful and reciprocal relationships with the families in Klaipeda Nature School. Receiving in-service professional development and support in parental engagement, developing clear school policies and procedures in the context of parents' contributions and needs, working on personal beliefs, and building trust among community members might help overcome the barriers and enhance parental engagement in Klaipeda Nature School.