Hong Kong pre-service early childhood teachers’ attitudes towards parental involvement and the role of their family relationship quality

Hong Kong pre-service early childhood teachers’ attitudes towards parental involvement and the role of their family relationship quality

• Cheung, Sum Kwing The Education University of Hong Kong
• Kam, Cheuk Sin Hong Kong Baptist University

Journal of Education for Teaching, 2019

Routledge

2019

• A 人的成長與發展
  • AF 家庭與成長、家庭關係、生育與育嬰、家庭教育、家長參與
• R 教育政策與管理
  • RE 學校內部管理、學校與家長之關係

Pre-service Teachers Attitudes Parental Involvement Family Relationship

• Hong Kong

• 1997.7 onwards

• 學前教育
• 專上教育

Teachers’ attitudes towards parental involvement play an important role in the ways they approach children’s families. This study examined Hong Kong pre-service early childhood teachers’ attitudes towards different types of parental involvement strategies and investigated whether these attitudes were related to the quality of relationships within their own family. Data were collected from 163 Hong Kong pre-service early childhood teachers via questionnaire. Results showed that engaging families in school decisions was perceived as the least important and feasible. The pre-service teachers also felt least confident in implementing it. There were, however, discrepancies in the perceived levels of importance, feasibility and confidence towards other types of parental involvement strategies. The levels of cohesion and expressiveness in pre-service teachers’ own families were positively related to their attitudes towards some types of parental involvement strategies. These findings suggest that teacher educators should take pre-service teachers’ family experiences into consideration when preparing them to work with children’s families. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.

• 英文

期刊論文

• 02607476

• 10.1080/02607476.2019.1639261

https://bibliography.lib.eduhk.hk/tc/bibs/dee07151

2020-01-06