ABSTRACT

This article explores school-home collaboration as a pedagogical phenomenon and contributes to a rationale for collaboration between school and parents in upper secondary education. The theory of practice architectures is used as an analytical lens . It sheds light on arrangements that enable or constrain the semantic, social, and physical spaces where students, parents, and teachers encounter each other as collaborative partners. Six upper secondary schools participated in the study; the dialogue café method was used to facilitate conversations between stakeholders to explore and verify this phenomenon. The study revealed three key aspects that require attention when developing collaborative practices: (a) clarification of the teaching profession’s obligations; (b) engaging and empowering students’ agency; and (c) moving beyond a fire-fighting approach . In addition, the need for further research to operationalise the safeguarding of students’ and parents’ rights, and support for students’ agency, in the context of school-home collaboration.

摘要

本文探讨了作为一种教学现象的校-家合作，并为高中教育中学校与家长之间合作的基本原理做出了贡献。实践体系结构理论用作分析镜头。它阐明了启用或限制学生、家长和教师作为合作伙伴相互相遇的语义、社会和物理空间的安排。六所高中参与了这项研究；对话咖啡馆方法被用来促进利益相关者之间的对话，以探索和验证这一现象。该研究揭示了在开展协作实践时需要注意的三个关键方面：(a) 明确教师职业的义务；(b) 吸引学生的能动性并赋予其权力；(c) 超越消防方法。此外，还需要进一步研究在校-家合作的背景下落实学生和家长权利的保障，以及对学生能动性的支持。