The current educational reforms in Finland and Portugal require a holistic engagement of parents with learning, bringing parents and teachers together as partners. This qualitative study, which interviewed Finnish (N = 10) and Portuguese (N = 9) parents, aimed to explore parents’ views on the role of teachers in supporting parent–teacher partnerships and parental engagement with the school. Inductive content analysis was performed to analyze the interviews. From a general standpoint, three patterns were found in the parents’ narratives about the role of teachers in supporting partnership and engagement: communication, professionalism, and invitations to active parental participation. From a cross-cultural standpoint, Finnish parents evidenced partnerships and engagement grounded in little face-to-face contact but consistent online communication with the teacher, as well as trust in their professionalism and independent work. The Portuguese parents revealed rather frequent active participation within the school premises, more recurrent face-to-face communication with the teacher, and appreciation for teachers’ timely responses and support. Recommendations for a holistic approach of engagement and partnerships were brought forward within the context of teacher education, such as the need to maintain simple but regular communication with parents and the relevance of reconsidering the frequency of parental activities in the school.

中文翻译：

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芬兰和葡萄牙家长对教师在家长-教师伙伴关系和家长参与中的作用的看法

芬兰和葡萄牙当前的教育改革要求家长全面参与学习，将家长和教师作为合作伙伴联系在一起。这项定性研究采访了芬兰 (N = 10) 和葡萄牙 (N = 9) 家长，旨在探讨家长对教师在支持家长-教师伙伴关系和家长与学校互动方面的作用的看法。进行了归纳内容分析来分析访谈。从一般的角度来看，在家长关于教师在支持伙伴关系和参与方面的作用的叙述中发现了三种模式：沟通、专业和邀请家长积极参与。从跨文化的角度来看，芬兰父母证明了伙伴关系和参与建立在很少的面对面接触但与老师一致的在线交流中，以及对他们的专业精神和独立工作的信任。葡萄牙家长表示，他们在校内的积极参与比较频繁，与老师面对面的交流也比较频繁，对老师及时的回应和支持表示感谢。在教师教育的背景下提出了关于参与和伙伴关系的整体方法的建议，例如需要与家长保持简单但定期的沟通，以及重新考虑家长在学校活动频率的相关性。葡萄牙家长表示，他们在校内的积极参与比较频繁，与老师面对面的交流也比较频繁，对老师及时的回应和支持表示感谢。在教师教育的背景下提出了关于参与和伙伴关系的整体方法的建议，例如需要与家长保持简单但定期的沟通，以及重新考虑家长在学校活动频率的相关性。葡萄牙家长表示，他们在校内的积极参与比较频繁，与老师面对面的交流也比较频繁，对老师及时的回应和支持表示感谢。在教师教育的背景下提出了关于参与和伙伴关系的整体方法的建议，例如需要与家长保持简单但定期的沟通，以及重新考虑家长在学校活动频率的相关性。