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Defining Parental Engagement in ITE: from relationships to partnerships

Janet Goodall Orcid Logo, Helen Lewis Orcid Logo, Zoe Clegg, Annamari Ylonen, Chris Wolfe, Sion Owen, Carl Hughes, Margaid Williams, Delyth Roberts, Ibtihal Ramadan

Cylchgrawn Addysg Cymru / Wales Journal of Education, Volume: 24, Issue: 2

Swansea University Authors: Janet Goodall Orcid Logo, Helen Lewis Orcid Logo, Zoe Clegg, Annamari Ylonen, Chris Wolfe, Sion Owen

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DOI (Published version): 10.16922/wje.24.2.2

Abstract

This paper presents a unique view of the perceived value of parental engagement with children’s learning within Initial Teacher Education (ITE) in Wales, the first such investigation of its kind. This paper arises from a research project sponsored by Welsh Government and undertaken by teams from Swa...

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Published in: Cylchgrawn Addysg Cymru / Wales Journal of Education
ISSN: 2059-3708 2059-3716
Published: University of Wales Press/Gwasg Prifysgol Cymru 2022
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URI: https://cronfa.swan.ac.uk/Record/cronfa60801
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Abstract: This paper presents a unique view of the perceived value of parental engagement with children’s learning within Initial Teacher Education (ITE) in Wales, the first such investigation of its kind. This paper arises from a research project sponsored by Welsh Government and undertaken by teams from Swansea and Bangor Universities. The paper reports the views of ITE providers, student teachers, mentors, parents and external stakeholders, regarding their experiences during the pandemic lockdown. The research found that while parental engagement was valued by all stakeholders, there was a lack of consistency about how this was defined and enacted. The paper proposes a disjuncture between espoused theory and theory in action, in relation to parental engagement in children's learning, and ends with recommendations for policy, practice and further research.
College: Faculty of Humanities and Social Sciences
Funders: Welsh Government
Issue: 2