The teacher’s self-constructed approaches to collaborate with newcomer parents in the Norwegian elementary reception class
Dados Bibliográficos
| ID | 22165205 |
|---|---|
| Autores | Sultana Ali Norozi (0000-0003-0976-3971, Norwegian University of Science and Technology, autor correspondente), Torill Moen (Norwegian University of Science and Technology) |
| Ano | 2022 |
| Volume | 7 |
| Data de publicação | 2022-11-04 |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Frontiers in Education (JOURNAL) |
| Identificadores do periódico | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Editora | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2022.963460 |
| OpenAlex | W4308201850 |
| Idioma | EN |
| Citações recebidas | 3 |
| Referências citadas | 29 |
In Norway, newly arrived immigrant children often start their schooling in special groups called reception classes. This study aims to examine one Norwegian reception teacher’s perceptions and practices of collaborating with the children’s parents. The empirical analyses are based on a qualitative approach with interviews and video observations of the teacher. Affirming earlier research about parent–teacher collaboration in Norway, the study shows that the teacher has developed her own practices of parent–teacher collaboration. Contradicting earlier research, the findings highlight that despite challenges, the teacher experiences collaboration with newcomer parents positively. This article presents activities the teacher engages in within and outside the classroom to foster mutual learning and parental involvement. In the discussion, the teacher’s approaches are not judged as right or wrong, perfect or imperfect, but rather appreciated as self-constructed and self-initiated approaches to collaborating with newcomer parents. The main result is that despite challenges, if the teacher appears to be motivated and has positive/pluralistic perceptions of immigrant pupils and their parents, then s/he finds ways to collaborate with newcomer parents. This article concludes with teachers’ practice recommendations for schools and some directions for future research
Immigration · Mathematics education · Norwegian · Pedagogy · Perception · Political science · Qualitative research · Sociology · Computer Science · Diverse Education Studies and Reforms · Early Childhood Education and Development · Parental Involvement in Education · Psychology
Empowering Minority Students
The role of beliefs in teacher agency
School/Family/Community Partnerships
School, family, and community partnerships in teachers’ professional work
State leadership to strengthen family engagement programs
Risk Factors for School Absenteeism and Dropout
Teachers’ multicultural attitudes and perceptions of school policy and school climate in relation to burnout
Including alternative stories in the mainstream. How transcultural young people in Norway perform creative cultural resistance in and outside of school
Teachers’ attitudes toward multiculturalism and their perceptions of the school organizational culture
Diversity-related burnout among teachers
We are the professionals’
Family and Teacher Characteristics as Predictors of Parent Involvement in Education During Early Childhood Among Afro-Caribbean and Latino Immigrant Families
Problems and promises
Latino Parent Home-based Practices That Bolster Student Academic Persistence
Teachers’ Attitudes Toward Multiculturalism in Relation to General and Diversity-Related Burnout
The "Warm Embrace" of a Newcomer School for Immigrant & Refugee Youth
Reflections on the Narrative Research Approach
| Citações por ano | 1 |
|---|---|
| Intervalo de citações | 2023 - 2026 (4) |
| Altamente citado | Não |