Asking, Listening, and Learning: Toward a More Thorough Method of Inquiry in Home–School Relations

This article was published in Teaching and Teacher Education, Vol 27 number 2,
Author(s): Janice Kroeger and Martha Lash, " Asking, Listening, and Learning: Toward a More Thorough Method of Inquiry in Home–School Relations", Pages 268-277, Copyright Elsevier (February 2011).

This paper provides a rationale and description of a constructivist parent–teacher approach used to support preservice teachers’ understandings of relationships between home and school.

Authors capture the process and actions between university course work and field experiences allowing preservice teachers to alter their subjectivities and actions in order to more closely tailor learning approaches to community contexts.
With this approach, preservice teachers are constructing their understanding of parents’ views of children, uncovering resources and parents ideals, and empowering themselves to deconstruct/reconstruct images of families in a more just framework.