摘要：One way teachers show professionalism in their interactions with parents is by having knowledge of and reflecting the parents’ perspective on what constitutes effective teaching and learning. These assumptions guide teacher-parent communication. This article compares the beliefs about teaching – concerning teacher-oriented and learner-oriented beliefs – that are held by teachers and parents; it also compares how each group anticipates the perspective of the other group. Teachers (N = 15) and parents (N = 92) first gave their own viewpoints on what constitutes effective teaching approaches by responding to a specially adapted version of the ATI-R, a 22-item inventory assessing, on two different scales, teacher-oriented and learner-oriented beliefs about teaching. Additionally, all participants answered an open question about what they anticipate the other group (teachers or parents) thinks about issues of teaching and learning in primary schools. The answers to this question were content analyzed. Results showed systematic variations in the beliefs about teaching between parents and teachers. The discussion points out that explicit knowledge of these systematic differences is relevant for teacher-parent communication – not as a topic to be discussed directly between them, but as an underlying aspect that influences communication about teaching and learning in schools. Results are further discussed with regard to the applicability of ATI in a primary school context.
关键词：Approaches to teaching;Perspective taking;Teacher-parent communication
