Teachers, parents, and family-school partnerships: emotions, experiences, and advocacy

We wanted to know how teachers and parents perceive one another their perceptions could impact upon behaviour. Qualitative research was best suited our study. interviewed repeatedly over the course of eight months, conducting 97 interviews in total. The reflected stereotypical views people living poverty, a fact that realised. Some responded by trying create good impression. Most reacted defensively or forcefully, upsetting teachers. All had emotionally fraught encounters with parents. Lacking emotional training, adopted various coping strategies. A social justice orientation training sphere initial teacher education may better equip for family-school partnerships. identify implications study continuing professional development Finally, we offer recommendations future this area.