Primary School Teachers’ Practices of

Collaborating With Parents on Upbringing

Mirjam Stroetinga, Yvonne Leeman, and Wiel Veugelers

Abstract

This study addresses teachers’ practices of collaborating with parents on

upbringing. It was inspired by the understanding that teachers contribute to
upbringing in their day-to-day interaction with students and by the renewed
interest in the upbringing-related goals of education in Western societies. The
study aimed to learn more about the topic and collaboration practices that
emerge from primary school teachers’ narratives about collaborating with
parents on upbringing. Teachers’ practices of collaborating with parents on
upbringing are under-researched, and the topic is not often taught in teacher
education. Narratives of 34 teachers about practices of collaborating with par-
ents on upbringing were collected in the Netherlands through the method of
letter writing. The narratives show a variety of topics: the interwovenness of care,
upbringing, and teaching in teachers’ practices and views; and a school-focused
approach to upbringing goals in education. In this research, three characteris-
tics of teachers’ collaboration practices on upbringing were distinguished: (1)
teacher–parent equality; (2) a reflective attitude; and (3) commitment to par-
ents. The results show that practices of collaboration, limited collaboration, and
no collaboration can be distinguished. Consequences for teacher education are
discussed.

Key Words: primary school teachers, parents, elementary students, upbring-

ing, collaboration, care, teaching, perceptions, reflection, Netherlands

School Community Journal, 2021, Vol. 31, No. 1 259

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Introduction

This article aims to shed light on primary school teachers’ practices of col-
laborating with parents on upbringing. Upbringing is defined here as adult
support of children’s societal, social, and personal development. Teachers, like
parents, interact with children and, in doing so, contribute to their upbringing
(Bronfenbrenner, 1979). Whether consciously or not, teachers contribute to
children’s upbringing through what they teach and the way they teach (Kohl-
berg & Hersh, 1977; Veugelers, 2010).
Current developments in Western societies, such as globalization, increas-
ing individualism and diversity, and decreasing social cohesion, renew the call
for the upbringing goals of education. In the European Union, ministers of ed-
ucation have placed citizenship education and “teaching common values” on
their agendas (Veugelers et al., 2017). In the classroom, teachers see themselves
confronted with a greater diversity of parenting practices. Where values differ,
teacher–parent collaboration on upbringing can become increasingly complex
(Christie & Szorenyi, 2015; Darmody et al., 2016; Deslandes et al., 2015;
Mahmood, 2013). Primary school teachers in the Netherlands find that certain
topics related to upbringing are difficult to discuss with parents, for example,
bullying and behavioral problems related to children’s social/emotional devel-
opment; learning problems, such as not listening; early puberty issues; and
alarming issues at home such as divorce, abuse, and poverty (Leenders et al.,
2019).
In the past decades, many studies have shown the importance of teacher–
parent collaboration. Benefits have been demonstrated for children’s learning
results and their social development (e.g., El Nokali et al., 2010; Harris &
Goodall, 2008; Hoover-Dempsey et al., 2005; Jeynes, 2005). With the grow-
ing evidence for the benefits of parental involvement on children’s learning
results, Dutch educational policy has increasingly encouraged teacher–parent
collaboration, especially regarding parental involvement in school activities
and the home-based support of children’s learning (Denessen, 2020). A review
study showed that few studies have concentrated on teacher–parent collabo-
ration on upbringing (Stroetinga et al., 2019). A limited number of studies
address the practices of teacher–parent collaboration on upbringing in primary
education. This empirical research aims to offer insight into this timely aspect
of teacher–parent collaboration. The central question of this study is as follows:
Which topics and collaboration practices emerge from primary school teachers’ nar-
ratives about collaborating with parents on upbringing?

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Research Literature
Upbringing
Upbringing is aimed at some concept of “the well-bred person,” who has
developed well, socially and personally (Tagunova et al., 2016). Two aspects of
the upbringing process can be distinguished. Upbringing supports the child to
become familiarized with the existing world and, to some extent, adjust to ex-
isting regulations, rituals, and habits. It also supports the child’s development
as an individual, ensuring the child can speak up in a unique voice. These
two upbringing aims demand different upbringing roles of the adults involved.
Arendt (2006) explains how in education, on the one hand, adults are to in-
troduce the young into the existing world and, on the other hand, to offer the
young the freedom to renew this world, to add something to it. The work of
Mollenhauer (2014) emphasizes that upbringing is value-laden and identifies
two questions that are crucial for adults who support children’s upbringing:
“What are the valuable cultural contents to pass on?” and “What is perceived
as ‘good’ adult life?”
In educational practice, it is not always clear when upbringing is taking
place and how it differentiates from other educational goals and activities. The
natural entanglement of the teaching and upbringing goals of education is an-
alyzed in the work of both Feiler et al. (2008) and Broström (2006). Broström
(2006) describes how upbringing is present in education, within the “unity” of
care, teaching, and upbringing. Broström offers the following practical exam-
ple from the context of early education, and he explains the interconnectedness
within this unity and the distinction of each of the three educational goals:
A three-year-old boy grasps the child-care worker’s hand. She interprets
the boy’s intention, which is to watch the birds at the playground. We
call such educational activities care. In this interaction, the child and
the child-care worker may also touch upon some values and norms, for
example, not frightening the birds. Or the child may just have an expe-
rience of being treated in an appreciative way, which influences him and,
in the long run, will support the development of some particular norms
and values. We call such educational activities upbringing. At the same
time, the child-care worker and child also have a shared content: they
look at the birds, and they talk about them, for example, their names
and what they eat. Because the activity opens up appropriation of new
knowledge and skills, we call the child-care worker’s activity teaching.
(Broström, 2006, pp. 394–395)
The example shows the entanglement of upbringing, care, and teaching in
education, as teacher–student interactions of care, teaching, and upbringing

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fuse in the classroom. However, the fields are distinguishable. Teaching in edu-
cation refers to providing knowledge and didactics that suit the child’s cognitive
abilities and needs to stimulate the child’s learning achievements. Upbringing
in education comprises stimulating the child’s societal, social, and personal de-
velopment by offering a pedagogical climate and activities that stimulate the
child’s developmental in these areas. Care in education encompasses being re-
sponsive to the child’s physical and emotional needs, such as the need to be
heard and understood, the need for safety in the play yard, for food and drink,
and balance in working and playing. Care in this sense is a relational term,
concerning a carer (here the teacher or parent) and a cared-for (the student).
According to Noddings (2012), relational care in education can be understood
as the teacher’s attitude of receptive listening to a child’s expressions of needs.
Noddings emphasizes that teachers’ relational care does not only concern chil-
dren’s emotional and physical needs, but it includes the possibilities of the
child’s full development in the fields of learning and personal development. As
such, the entanglement of care, upbringing, and teaching in education is once
more apparent.
Teacher Collaboration With Parents on Upbringing
In contrast to an instrumental understanding, this research is inspired by
Kelchtermans (2009) and Noddings (2012) in understanding the profession
of the teacher as relational and value-laden. Collaboration in today’s diverse
context of upbringing requires an interest in and recognition of the practices
and views of others and the willingness to become aware of and even reflect on
one’s own practices and views. This understanding of collaboration does not
necessarily imply consensus. Drawing on Mouffe (2005), the process of col-
laboration, like that of the democratic discussion in cases of conflict, does not
necessarily benefit from a focus on consensus. Instead, consensus as a quick fix
eliminates the opportunity to explore differing positions.
Empirical research on teacher–parent contact emphasizes the importance
of two-directional communication, such as the leading work of Epstein and
Sanders (2002) that distinguishes home-to-school and school-to-home infor-
mation. In addition, empirical literature about teacher–parent collaboration
on upbringing addresses the importance of dialogue and of building warm,
trusting relationships with parents (Bergeron & Deslandes, 2011; Kroeger &
Lash, 2011; Westergard, 2013). These studies show that teachers who have a
friendly smile and are warm and welcoming to parents are able to instill par-
ents’ trust in the teacher–parent relationship. However, trust between parents
and teachers is not self-evident, especially when value positions differ, for ex-
ample, in the case of differing cultural backgrounds of teachers and parents

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(Hedegaard, 2005; Mahmood, 2013). In this respect, Hedegaard (2005) un-

derlines the importance of teachers and parents knowing and appreciating each
other’s practices and views on upbringing.
McKenna and Millen (2013) suggest two models that acknowledge the
complexity and personal dimension of teacher–parent collaboration. The first
model, “Parental Voice,” refers to the hopes, dreams, and concerns that parents
have for their children and the teachers’ acknowledgment of parental views,
such as those on upbringing. The second model, “Parental Presence,” refers to
the efforts that parents put into the child’s development and teachers’ recogni-
tion of these parental practices. Teachers that practice these models approach
parents from an attitude of equality, recognizing parents’ views and practices
are as legitimate as their own: parents’ views and practices matter, regardless of
their similarity with teachers’ own views and practices.
Teachers’ Views on Collaborating With Parents on Upbringing
When collaborating with parents, teachers’ reflection is necessary to pre-
vent their views from remaining unconscious (Mahmood, 2013). Eberly et
al. (2007) emphasize the importance of teacher–parent dialogue because it
can initiate teachers’ reflections, which is an essential factor in teacher–parent
contact. Reflection can occur on the level of action and the level of the under-
lying views (Kelchtermans, 2009). Korthagen and Vasalos (2010) outline that
teachers’ reflections are often limited to the level of practical problems and
“quick fixes,” leaving the level of views untouched. The level of views, how-
ever, requires reflection when collaborating on upbringing, especially when
upbringing practices differ from what the teacher regards as a good upbringing
(Eberly et al., 2007; Mahmood, 2013).
In the broader landscape of teacher professionalism, collaborating with par-
ents is one of many elements. Apart from the possible commitment to parents,
teachers’ professionalism encompasses several fields of commitment, such as
commitment to school, teaching, and students (Firestone & Pennell, 1993).
Firestone and Pennell (1993) emphasize the psychological bond of an individual
with the object of commitment and the fact that a committed person “believes
strongly in the object’s goals and values…and strongly desires to remain affil-
iated with the object” (p. 491). A review study of the empirical literature on
teacher–parent collaboration on upbringing by Stroetinga et al. (2019) revealed
two tendencies in teacher views that hinder teacher–parent collaboration on
upbringing. Firstly, teachers tend to hold a narrow, school-based view on pa-
rental involvement. Parents who do not attend school meetings regularly and
parents who are less responsive to teachers’ advice are regarded by teachers as less
involved in their children’s development (Kroeger & Lash, 2011; Theodorou,

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2008). Secondly, teachers may have difficulty appreciating parenting practices

that differ from their own view on what constitutes “good” upbringing (Eberly
et al., 2007; Mahmood, 2013). Teachers who are committed to parents desire
to remain affiliated with every parent, believe in parents’ goals, and, as such, ac-
knowledge every parent’s value for their child’s development.
The research literature shows that, in particular, the concept of the unity of
care, upbringing, and teaching in education (Broström, 2006) and different
teacher characteristics of collaborating with parents on upbringing, such as
teacher–parent equality, reflection on action and views, and commitment to
parents, are relevant for our study. Teachers’ narratives were examined to illu-
minate their practices of collaborating with parents on upbringing.

Method
Data Collection
The nature of the research question entailed gathering rich information
about teachers’ practices of collaborating with parents on upbringing. In-
spired by the suggestions of Connelly and Clandinin (1990) and the example
of McKenna and Millen (2013), who invited mothers to write a letter to their
child’s hypothetical future teacher, letter writing was the chosen method. Pri-
mary school teachers were asked to respond to the following: “Write a letter to
a hypothetical preservice teacher about your practices of collaborating with parents
on upbringing. Please describe one case of collaborating with parents on upbring-
ing, describe related thoughts, and finish with advice for the preservice teacher.”
The open request to describe one case was chosen because limited empirical
knowledge is available and respondent spontaneity was intended. Therefore,
no qualifications were added to the request, such as describing the most suc-
cessful, dramatic, or thought-provoking experience. A similar approach was
chosen regarding the upbringing topics: teachers were not asked to list all the
upbringing topics they had collaborated on; neither were they asked to compile
a list of all the upbringing topics they could think of. Respondents were asked
to describe one or multiple topics in a one-case narrative.
The instrument design consisted of four parts: (1) an information sheet that
provided information about the topic of teacher–parent collaboration on up-
bringing; (2) an instruction sheet with instructions about the letter writing,
submission, anonymity, and due dates; (3) a letter format that offered a frame-
work in which to write the letter; and (4) a short questionnaire about personal
data, such as age, gender, and school data, such as location, size, and religious
denomination. The information sheet provided four examples of upbringing-
related issues in schools to explain the field of focus. The four examples orig-

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inated from recent interviews with teachers and parents in a research-based

curriculum development project about educating teachers on collaborating
with parents, in which two researchers from the research team participated.
The examples included the following: “My student’s parents are so protective,
it hinders the child’s development”; “My eight-year-old student participates in
Ramadan and can’t concentrate in class”; “A mother demands more homework
for her child, but I think playing would be most beneficial”; and “A toddler
from my class hit his mum while I was talking to her—she did not correct him.”
The first version of the instrument was used by and discussed with four
principals participating in the project mentioned above. The adjusted version
of the instrument was then piloted. In the pilot phase the instrument generat-
ed rich narratives and vivid and personal descriptions of practices and thoughts
concerning collaborating with parents on upbringing. Therefore, this version
of the instrument was used in the current research.
Participants
The intended sample consisted of primary school teachers in the Neth-
erlands, varying in age, gender, and years of teaching experience, and who
worked in primary schools that varied in location, size, and religion (school
denomination). In the Netherlands, as in many Western countries, it is diffi-
cult to recruit teachers for participation in empirical research. We decided that
a relationship with a teacher education institute and a shared commitment to
the education of future teachers were necessary to motivate teachers to partici-
pate. Considering the intended variety, we invited 125 primary school teachers
from different networks connected to the teacher education institute, such as
post-teacher-education study groups, teacher research groups, and mentor net-
works. The intended respondents were informed about the research and, while
taking classes at the teacher education institute, were personally invited to par-
ticipate. After expressing their interest in participation, the teachers received
a personal email with an invitation and instructions, followed by an email re-
minder three weeks later. Subsequently, 34 teachers wrote a letter in the period
from January 2016 to March 2017, which equates to a response rate of 37%.
The sample demonstrates the desired variety of teacher characteristics. The
gender variety in the sample is similar to the gender variety of Dutch primary
school teachers nationwide: 13% is male, and 87% is female. In addition, the
sample shows variety in years of teaching experience: 12 respondents have five
or fewer years of teaching experience, and 13 have more than 20 years of expe-
rience. The age variety within the sample is relatively similar to the age variety
in Dutch primary school teachers nationwide, as teachers under the age of 30
and over the age of 50 are over-represented (Onderwijs in Cijfers, 2016b).

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Sample variety is also present concerning school characteristics. The variety

in school size within the sample is somewhat comparable to the size variety on
the Dutch national level: nearly two-thirds of the respondents teach in prima-
ry schools with 100–300 students, and a quarter teaches in a school with more
than 300 students. Small schools are slightly under-represented but are—sim-
ilar to the national numbers—the smallest group. In the sample, schools in
rural areas (nine) and urban schools (eight) are represented. All of the urban
schools within the sample are located in the city of Utrecht, which is one of the
four largest cities in the Netherlands.
The Netherlands has, besides public schools, schools of different religious
denominations. These schools are state-subsidized. This is a result of the Dutch
educational tradition of “freedom of education” regarding religious and moral
goals and pedagogical approaches within a predominantly centralized curricu-
lum (Nieveen & Kuiper, 2012). Roughly, one-third of Dutch primary schools
are Protestant, one-third are Catholic, and one-third are public (Onderwijs in
Cijfers, 2016a). Teacher education institutions in the Netherlands, too, can
have a religious denomination, but they educate teachers for teaching in all
schools. Corresponding to the Protestant denomination of the teacher educa-
tion institute involved, the sample shows an over-representation of Protestant
primary schools: 60% of the respondents teach at a Protestant school. Simi-
lar to national percentages, 30% teach in a Catholic primary school. Public
schools are under-represented in the sample: only one respondent teaches in
public education.
Analysis
The data analysis aimed to describe the commonalities, variations, and nu-
ances within teachers’ upbringing topics and practices on collaboration with
parents. As the first step in a process of analytic structuring, the data was cod-
ed using Atlas.Ti. In this process, upbringing and collaboration practices were
sorted. The second step consisted of coding all pieces of text about upbringing,
using the codes of upbringing, care, and teaching. All the pieces of text about
collaboration used the codes of equality, reflection, and commitment. In the
process of open and deep reading and researchers’ triangulation, the findings
were discussed, sharpened, and agreed upon. An example is the categorization
of the letters about children arriving at school late. These three letters all con-
cern young children who are unable to get to school by themselves. Therefore,
the upbringing topic of arriving late was subsequently not categorized as dis-
cipline, but as care: according to the three teachers, the parental care does not
meet the child’s need for benefits of arriving on time, such as a calm arrival,
welcoming words of the teacher, and being present during instruction. During

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the process of triangulation, differences in interpretation of the researchers

were discussed and resolved, and full agreement was achieved.
As a third step, in a process of deep and open reading and researcher trian-
gulation, important themes and connections within and between code-groups
emerged. For example, the discovery within a code-group concerns the code-
group of commitment in collaboration: quotations acknowledging every
parent’s value for the child’s development explicitly showed an emphasis on
parents’ added value for their children’s development at school. Connections
between code-groups emerged, which resulted in clustering the practices in nar-
ratives of collaboration, limited collaboration, and no collaboration.

Findings
Topics
Most letters contain one description of a collaboration practice concen-
trated on one topic, which may be a consequence of the invitation to describe
one case of collaboration on upbringing. A few narratives contain addition-
al, unelaborated topics. Only the 34 elaborated topics were included in the
topic-analysis, which enabled us to include teachers’ reasoning and views con-
cerning the topics.
Topic Diversity
Teachers were asked to write about collaborating with parents on upbring-
ing. The broad range of topics found in the letters relate to upbringing (15),
care (12), or teaching (7). Of the 15 letters with a topic focused on upbring-
ing, 13 concern a child’s undisciplined behavior at school, such as physically
or verbally hurting other children, destroying objects, or cursing and yelling.
Teachers write, “He had difficulty obeying the rules, and he was often verbally
and physically aggressive to other children,” and “R. was very restless in class.
She did lots of things that were not allowed.” In several of these letters, teach-
ers link the problematic behavior to an upbringing challenge, such as learning
to resolve conflicts, learning to share toys, to wait for one’s turn, or to obey
school rules. These challenges focus on the child learning to behave at school.
A teacher writes, “K. expresses his emotions often in a too intense way, drowns
in frustration, and needs a break to calm down. He solves conflicts by im-
posing his wishes on other children in a physically dominant way.” Emotion
regulation and conflict solving are the upbringing challenges pointed out by
the teacher. Another teacher writes, “From the start, it was clear that this boy
has a hard time sharing things and playing together….He expresses this mainly
physically, by hitting or kicking or crying loudly.” The child’s physical expres-
sion of frustration is the main reason for the teacher contacting the parents.

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The teacher identifies learning to share things and to play together as related
upbringing challenges.
In the two other letters with topics concerning upbringing, developing as
an individual is the central upbringing challenge. A teacher relates that a stu-
dent barely expresses himself: “In the first weeks, I mainly went looking for L.’s
true self….Because he hardly showed emotions, I wanted to regularly check his
opinion and whether that matched his expression.” This teacher searches for
ways to support the child to develop as an individual. The other teacher, too,
describes how she supports the child’s process of developing as an individual:
“S. is an insecure girl….I try to give her space and take her seriously and dare
her to improve her ability to solve problems by herself.”
Twelve letters demonstrate a topic related to care. A few of these letters are
about alarming home situations, such as domestic violence or divorce. Exam-
ples of other care-related topics are a child unable to dress himself properly after
gym class, a child with unpleasant body odor, children arriving at school late,
a 10-year-old boy who is treated like a toddler by his mother, and problems
with saying goodbye. For example, “J. arrives with his mum. It goes wrong. J.
cries, doesn’t want to stay, and mother immediately says, ‘This doesn’t work;
he’s coming with me.’ She is resolute. ‘It really doesn’t work,’ she says, lightly
panicked. Mother leaves with J.”
In seven other letters, the topic is related to teaching. The topics include
a teacher experiencing a child’s hyperactivity, which negatively influences the
child’s learning achievements; parents who demand higher-level learning ma-
terial for their child; and parents who wish to keep their child with low IQ in
regular education. The teacher mentioning the last topic writes, “The parents
very much want for the child to stay in our school, because the girl is happy
here, has friends, and it is close to home. I personally had a hard time accept-
ing this. After all, we want to teach the child something! You want a child to go
to school and use and develop [his/her] talents.” In this narrative, upbringing
aspects of developing as an individual—being happy and having friends—in-
termingle with teaching aspects of using and developing one’s talents.
Topic Interwovenness and Teachers’ School-Focused Upbringing Scope
For the 34 teachers, the interwovenness of upbringing, care, and teaching is
obvious. Only the teacher writing about keeping a child with low IQ in regu-
lar education marks the interrelatedness: “This letter was more about learning
results, but also a bit about upbringing. In the end, upbringing also is about let-
ting your child learn things in a suitable school.” Apart from this single citation,
the interwovenness is not discussed. The topics of upbringing, care, and teach-
ing, thus, seem naturally interwoven in the respondents’ practices and thinking.

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The open-reading analysis unveiled participants’ school-focused upbringing

scope, which is present in the topics. Contributing to children’s upbringing in
primary education might be focused on the here (this classroom, this school)
and now (this moment in the child’s life). However, it might also focus beyond
that, as in learning for society or learning for adult life. In the data set, however,
without exception, the examples on upbringing all commence with a prob-
lem the teacher experiences at school, for example, children demonstrating
disturbing behavior in class or not showing expected learning achievements.
In addition to the fact that examples of upbringing never start with a positive
experience, such as a child showing amazing behavior or a parent demonstrat-
ing impressive care, the topics’ relevance seldom relates to a location or time
beyond the here and now. One teacher does demonstrate a forward focus on
upbringing goals of education concerning the topic of being late: “Later, in
society, one cannot be structurally late, and, therefore, we begin working on
that in primary school.” No other broader upbringing perspectives concern-
ing learning for adult life or learning for society are expressed in the letters. As
such, a school-focused upbringing scope is identified. Viewed from the per-
spective of increasingly important educational goals of citizenship education or
moral education, there is a prominent absence of a broader educational frame
on upbringing-related goals in the narratives of these teachers as expressed in
these letters.
Teachers’ Practices of Collaborating With Parents on Upbringing
Teachers’ collaboration practices as expressed in the letters were studied in
terms of the three collaboration characteristics. Before expounding on the (co-)
appearance of these characteristics in the letters, expressions of each character-
istic are described.
An Approach of Equality in Collaborating on Upbringing
Teachers’ recognition of parental practices and/or parental views is scored
under the first upbringing characteristic: an approach of equality in teacher–
parent collaboration on upbringing. A clear example of recognition of parental
practices is described by a teacher struggling with a child who is unable to dress
himself properly after gym class. After another severe clash with the mother
about missing items of clothing and the child’s ineffective dressing habits, the
teacher decides to change her approach towards the mother:
First of all, I showed the mother my sympathy: “I understand that the
missing trousers bothered you.” Then I showed my vulnerability, saying:
“I just cannot succeed in making your son dress himself on time. How
do you do this at home?”

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By asking the mother about her at-home practices and vulnerably admitting to
not succeeding, the teacher expresses equality in the teacher–parent relation-
ship and appreciation for the mother’s information. Other examples of equality
expressed by recognition of parental practices include, “I ask the mother what
she experiences at home and how she deals with that,” “I asked the parents how
they solve these situations,” and “In dialogue with the parents, it turns out they
run into the same things at home.”
Teachers’ recognition of parental views is demonstrated in the story of a
teacher confronted with an eight-year-old child relating in class how she was
hit by her mother the other night and forced to sleep on the doormat. The
teacher describes how the child’s story did not match the picture she has of the
child’s mother and how she experienced a profound need to talk to the mother
about this. After deciding on a strategy for the conversation, the teacher calls
the mother. The teacher writes,
After I had told the mother the reason I was calling, she asked if I want-
ed to hear her side of the story. Of course I did!!! It was an open and
pleasant conversation, in which the interest of her child and my student
was on top of our agendas!…I still admire her openness and vulner-
ability during our conversation! In turn, she was thankful that I had
approached her with care and openness.
The teacher’s wish to learn more about the mother’s views and the teacher’s
appreciation of the provided information are characteristic of an approach of
equality, which is expressed by teachers’ recognition of parental views. Nar-
ratives that demonstrate this equality characteristic typically have expressions
such as the following: “After my introduction, I asked parents whether they
recognized this at home, and I asked about their views,” “I invited the mother
to share her worries,” and “Then I let the parents tell their story.”
Thirteen narratives demonstrate an approach of equality in collaboration on
upbringing. In 21 letters, the teacher–parent contact lacks this collaboration
characteristic.
A Reflective Attitude on the Level of Practices and Views
Reflection by the teacher on the level of practices and the level of views were
distinguished during data analysis, as were reflection on the subject of collab-
oration and the subject of upbringing. It was discovered that reflection mainly
concerns collaboration. Only one narrative indicates a reflection on upbring-
ing. After asking a mother about her at-home practices when dealing with her
son’s difficult behavior, the teacher states, in a reflection on her own upbringing
practices, “Since that time, I often used a time-out place.” Furthermore, in a
reflection on her underlying upbringing views: “Instead of reacting with emo-
tion, it turns out that stimulating positive behavior is more effective.”
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Examples of reflection on the level of practices concerning collaboration

include “In hindsight, I could have been more critical to the parents about
their too-high expectations for their child” and “In a next meeting, I would
explain that I do not appreciate such remarks.” Reflection on the level of views
concerning collaboration is found in expressions such as: “At that moment, I
realized I should have done this from the beginning! Not solving everything by
myself, but asking for help. And who might I better ask than his own mother?”
and “From that moment on, I realized a deeper question can hide behind every
question or remark of parents. I learned that it is of utmost importance to pose
supplementary questions.” The reflections on the level of views that emerge
from the data demonstrate teachers’ willingness to explore and adjust their own
positions in dialogue with parents.
In more than one case, emotional outbursts of parents trigger reflection on
the level of views, as demonstrated in the following two examples. A teacher
meets a mother yet again about a child’s complex behavior in gym class. The
teacher writes,
The situation in gym class came up. I expected resistance from the moth-
er again, but instead, she started crying, saying, “Can you imagine what
it is like having a child saying he wants to die? Imagine being afraid
every day of what negative news the teacher has this time about your
son’s behavior!” At that moment, I tried to imagine her situation and
saw things from her perspective. …Since this meeting, I try to relate to
parents’ positions more.
Another teacher writes how a sudden confrontation with a mother’s emotions
changes her views about collaborating with parents:
During the meeting, I was thinking so much about what I thought was
good for the child that I stopped thinking about the parents.…I never
thought of what it would mean for the parents to listen to my opinion.
I only realized this to the fullest when the mother started crying in the
next meeting.
These quotations demonstrate that reflection on the level of views can lead to a
deeper understanding of the parents’ position.
A reflective attitude occurs in 13 narratives. Reflection on the level of views
(8 letters) predominantly appears in combination with an attitude of equality.
Conversely, reflection on the level of views rarely appears when an attitude of
equality is absent.
Teachers’ Commitment to Parents
In the analysis, commitment orientation towards parents, students, and col-
leagues is distinguished. Expressions of concern with the parents’/students’/

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colleagues’ position and the wish to remain affiliated with parents/students/

colleagues were coding criteria for commitment. As such, commitment to par-
ents was identified in 11 letters; commitment to students was found more
often—in 18 letters; and commitment to colleagues was present in one let-
ter. Examples of expressions of commitment to parents include the following:
“Now that I am a mother myself, I understand very well that it is not nice to
hear something negative about one’s child. Parents need time to process some-
thing,” “What would be the story of this mother?” and “It is important to be
involved with children and parents.”
Nine of the 11 letters that contain a commitment to parents demonstrate
acknowledgment of every parent’s value for their child’s development. Inter-
estingly, each of these 10 letters specifies this acknowledgment by recognizing
every parent’s added value for the child’s development at school, since they em-
phasize that a teacher depends on the specific knowledge and experience of
the parent to realize the best possible education for this particular child. For
example, “Parents are experts on their child. Teachers are experts on education
and know the child as a student. When teachers and parents acknowledge each
other’s expertise, they can learn a lot,” “Listen to parents, because they know
their child best,” “I wish you would take every parent seriously. Every parent
says and does things with the best intentions. They know the child best and are
responsible for [his/her] happiness,” and “Parents often know their own child
very well and can hand you as a teacher a lot of advice to help their child.”
Following the same process, it was discovered that five letters express the
opposite and emphasize the difficulties of collaborating with a certain parent.
Examples include the following: “I hope in the near future you will not have to
deal with a family acting like this,” “I hope you will mainly meet parents who
consider their child’s needs,” “With these parents, I am already desperate after
three weeks,” and “These kinds of parents, with children with problems, fall in
the category of ‘difficult parents.’”
During the analysis of commitment towards parents, students, and col-
leagues, a fourth commitment emerged. This commitment concentrates on
teachers’ concern with school regulations, with varying intensity. Mild variet-
ies comprise teachers’ descriptions of school regulations that, in the teacher’s
opinion, parents should live up to. For example, a teacher states, “At 08h20,
the doors of the school open.…At 08h30, clapping or a bell in class is sound-
ing as a sign for parents to leave.…Also, in letters to parents, this is repeated
regularly.” In stronger variations of commitment to school, the teacher follows
these regulations, regardless of possible damage to the teacher–parent relation-
ship. One teacher writes,

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T. wanted to hand out Christmas cards to all his classmates. At our school,
however, handing out cards or invitations in class is not allowed.…The
father got angry and called our principal to state what a lousy school this
was and he himself would come to school to hand out the cards.
Another teacher writes,
School management has forced us, teachers, to give red cards to children
that arrive at school too late.…A girl was late in the morning, so I gave
her a red card at the end of the day. The next morning, I received a nasty
email from her father.
Options of questioning school policy or taking a stand against it are not
mentioned in these letters—not even when following the school regulations
harms the teacher–parent relationship. In every one of the 10 letters describing
commitment to school, the collaboration characteristics of equality and reflec-
tion of the teacher are painfully lacking. However, letters expressing teachers’
commitment to parents and teachers’ acknowledgment of parents’ added value
for children’s education are strongly connected to teachers’ approach of equali-
ty in collaborating with parents on upbringing, as well as to teachers’ reflective
attitude on the level of views.
Three Groups of Narratives on Collaboration
Table 1 shows the degree of collaboration by providing an overview of the
presence of the collaboration characteristics in each of the 34 letters. The pro-
cess of deep reading and combining data resulted in the distinction of the three
groups of teacher narratives of collaborating with parents on upbringing, as
presented in Table 1. The three groups differ in the number of collaboration
characteristics they include, that vary from no, to limited, to multiple charac-
teristics. In 14 letters, no collaboration characteristics were identified. In 20
letters, collaboration is present, half of which are in an intensified form and
contain multiple collaboration characteristics. These teacher stories are charac-
terized by the recognition of practices and views of parents, which demonstrates
an approach of equality in collaborating with parents on upbringing. The sto-
ries contain teachers’ reflections on the level of views, commitment to parents,
and acknowledgment of every parent’s added value for their child’s education.
A one-sided commitment to school and emphasis on the difficulty of collabo-
rating with a certain parent are absent.
The other 10 letters demonstrate limited collaboration. These letters contain
only one of the collaboration characteristics. The letters of limited collabo-
ration more often demonstrate a reflective attitude on the level of practices
and a commitment solely to students. Practical advice on how to best collab-
orate with parents is common in these letters. Certain teacher attitudes and

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techniques, such as being open, good listening, clear planning, and asking
colleagues, are being recommended. These recommendations include the fol-
lowing: “It goes for all difficult conversations that you should discuss things
face to face, in order to understand one another better;” “Make sure to always
have an open and interested attitude towards parents;” “What is important in
a meeting with parents, is to listen carefully, make clear agreements, and plan
your next meeting;” and “In consultation with the principal or a specialized
colleague, you often reach more. Do ask for help if there is something you don’t
know.” Noticeable in this respect is the fact that, in five letters (three of no col-
laboration and two of limited collaboration), teachers openly express how they
use their recommended techniques instrumentally to get parents to do as the
teacher pleases. These techniques are elaborated as follows: “When you point
out the things you like to see more in children and parents, be clear, positive,
and give many compliments. This will stimulate the desired behavior in chil-
dren and parents,” and “When I talk to the parents, my goal is to make sure
P. takes his medication at home.…By also mentioning P.’s positive qualities,
asking parents their story, and asking how they go about it at home, I reached
my goal.” Instrumental use of collaboration techniques is only present in letters
lacking a reflective attitude.
At the bottom of Table 1, the 14 letters grouped together lack all collab-
oration characteristics. In these letters of no collaboration, teachers’ reflective
attitudes, teachers’ approach of equality in collaborating with parents, and
commitment to parents are entirely absent. A commitment to school is com-
mon in these stories, and an emphasis on the difficulty of collaborating with a
certain parent appears exclusively in this group of narratives.
We analyzed participants’ years of teaching experience concerning the three
groups of letters. Teachers with less experience and those with more experience
are found in all three groups. There are teachers with limited teaching experi-
ence who demonstrate multiple collaboration characteristics; teachers with 20
or more years of teaching experience are overrepresented in the group of no
collaboration; there is an overrepresentation of starting teachers in the group of
limited collaboration. Thus, it can be concluded that a collaborative approach
to parents does not develop automatically as teaching experience increases, nor
is it automatically present in starting teachers and is, somehow, lost along the
way. Relating the topics to the years of teaching experience did not offer any re-
markable finding: the topics are divided more or less equally among the groups
of teachers with fewer and more years of teaching experience.

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Table 1. Analysis of Narratives on Collaborating With Parents on Upbringing (n = 34)

Characteristic 1 Characteristic 2 Characteristic 3
# Equality Reflection Commitment
Recognitions of Orientation
Level Subject Emphasis on…
parental…. towards…
COLLABORATION (narratives with multiple collaboration characteristics)
1 Practices Practices + Views Collaboration Parents + Students Parents’ added value
2 Views Views Collaboration Parents + Students Parents’ added value
3 Views Practices + Views Collaboration Parents + Students + Parents’ added value
Coll
4 Views Views Collaboration Parents Parents’ added value
5 Practices Views Upbringing Parents Parents’ added value
6 Views Views Collaboration Parents Parents’ added value
7 Views Views Collaboration Parents
8 Practices + Views Parents + Students Parents’ added value
9 Practices Parents Parents’ added value
10 Views Parents + Students
LIMITED COLLABORATION (narratives with a single collaboration characteristic)
11 Views Students
12 Practices Students
13 Practices + Views
14 Parents Parents’ added value
15 Practices Collaboration
16 Practices Collaboration
17 Practices Collaboration Students
18 Views Collaboration Students
19 Practices Collaboration
20 Practices Collaboration Students
NO COLLABORATION (narratives with no collaboration characteristic)
21 Students
22 Students
23
24 Students
25 School + Students
26 School
27 School
28 School
29 School
30 School Collaboration difficulties
31 School + Students Collaboration difficulties
32 School + Students Collaboration difficulties
33 School + Students Collaboration difficulties
34 School + Students Collaboration difficulties

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Conclusions and Discussion

This study aimed to learn more about the upbringing topics and collab-
oration practices that emerge from primary school teachers’ narratives about
collaborating with parents on upbringing. Thirty-four primary school teachers
from the Netherlands participated in the research, and each wrote a letter to
a hypothetical preservice teacher about their experiences of collaborating with
parents on upbringing. Upbringing in this study was understood as children’s
societal, social, and personal development.
Topics
The concept of the unity of care, upbringing, and teaching in education by
Broström (2006) was used for topic analysis. The topics that the participat-
ing teachers mention in their letters, when asked to write about collaborating
on upbringing, are varied and relate to upbringing (15), care (12), or teach-
ing (7). Topics related to upbringing mainly concern children’s undisciplined
behavior at school and, sometimes, children’s development as an individual.
Topics relating to care are, for example, children who are unable to dress them-
selves properly or who have difficulty saying goodbye, or topics of alarming
home situations such as divorce or domestic violence. Topics relating to teach-
ing concern, for example parents demanding for their child with low IQ to
stay in regular education or asking for more homework. The fact that teachers
mention topics of care, upbringing, and teaching when asked to write about
collaborating on upbringing demonstrates how care, upbringing, and teaching
are interwoven in teachers’ practices. Only one teacher identifies that her topic
is about teaching, and she points out the topic’s entanglement with upbringing.
Identifying the distinguishable aspects of education and the interwovenness of
these aspects appears to be underdeveloped terrain for most of the respondents.
The respondents’ school-focused view on upbringing goals stands out. In
the letters, upbringing goals are addressed from a problem the teacher experi-
ences in the classroom, such as a child’s disturbing behavior or poor learning
achievements. Moreover, the upbringing goals are mostly limited to the here
and now: they focus on this classroom and this moment in the child’s life. A
broader relevance of upbringing goals for adult life or society is barely men-
tioned, and references to, for example, the current decrease of social cohesion
and the growing cultural diversity in Western societies, are not made.
Practices of Collaborating on Upbringing
Concerning collaboration, three characteristics on the side of the teacher
were determined, which are based on research literature: (1) an approach of

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equality; (2) a reflective attitude; and (3) commitment to parents. This study
resulted in further refinement of these characteristics, for example, respondents
emphasized in their commitment to parents the added value of every parent for
the child’s development at school and mentioned how they depend on parents’
knowledge and experience to create the best possible education for this partic-
ular child. Another example of refinement concerns reflection on the level of
views: for teachers in several letters, reflection on the level of views leads to a
deeper understanding of the parent’s position, and it always coincides with an
approach of equality and with a commitment to parents.
Studying the (co-)appearance and absence of collaboration characteristics,
three groups of narratives on collaboration appear from the data set. Firstly,
there are the narratives of collaboration, with multiple collaboration charac-
teristics. These teachers demonstrate an approach of equality, and they invite
parents to share their practices and views while showing vulnerability to-
wards parents regarding their own practices and views. As such, these teachers
demonstrate an interest in the other person’s position, which relates to Mouffe’s
(2005) plea to avoid focusing on consensus as a quick fix. Moreover, these
teachers mostly reflect on the level of views, which leads to a better under-
standing of the parent’s position. Commitment to parents is often found, as is
the acknowledgment of every parent’s added value for their child’s education.
Secondly, there are letters of limited collaboration, which demonstrate a
single collaboration characteristic. These narratives more often contain a com-
mitment solely to students, reflection on the level of practices, and practical
advice on how to collaborate with parents. Collaboration, in these stronger
(multiple) and weaker (limited) varieties, is found in 20 out of the 34 letters.
Lastly, there are letters of no collaboration, and they lack all collaboration
characteristics. Only these narratives demonstrate an explicit commitment to
the school. In some of these letters, teachers are so concerned with school reg-
ulations, such as arriving at school on time, that it damages the teacher–parent
contact.
Both more experienced teachers and less experienced teachers are represent-
ed in all three groups of narratives, with the overrepresentation of experienced
teachers in the group of no collaboration and overrepresentation of less experi-
enced teachers in the group of limited collaboration. Thus, teaching experience
does not directly correlate to the quality of collaborating with parents. Teach-
ers do not automatically develop a more collaborative attitude as their years of
teaching experience increase, and newly qualified teachers do not all start with
a collaborative attitude, which suggests that a grave responsibility rests with
teacher education to educate pre- and in-service teachers into a collaborative
attitude towards parents.

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Discussion
The research design of letter writing resulted in detailed narratives about
teachers’ practices of collaborating with parents on upbringing. The anonym-
ity of respondents allowed the respondents to speak freely and to share their
positive stories as well as their doubts and negative experiences of collaborating
with parents on upbringing. This led to vivid inside stories, which varied from
practices of collaboration to limited collaboration and no collaboration. The
design also led to an overview and an inside view of topics teachers mention
when asked to write about collaborating with parents on upbringing. As such,
the study provides rich, real-life material for teacher education and teachers’
professional development.
A critical note on the study design is that it lacked two-way communica-
tion, as Connelly and Clandinin (1990) suggest for the letter-writing method.
The researchers did not answer the letters, and teachers, thus, did not have
the opportunity to explain themselves even better in a second letter. Future
study designs might consider using two-way correspondence. In addition, the
study design lacked a focus on the emotional experience of the teacher, which
is unfortunate because emotions might influence teachers’ practices and views
concerning teacher–parent collaboration. Furthermore, future research might
invite teachers to share more examples and more general views on collaborating
with parents on upbringing. It might also add qualifications to the requested
examples to learn more about “good,” “demanding,” or “thought-provoking”
examples of collaborating with parents on upbringing.
The study was conducted among a small and specific group of teachers.
The sample consisted of primary school teachers who are connected to a single
teacher education institute. As this institute values teacher–parent collabora-
tion, we can expect that those teachers have a more positive attitude towards
collaborating with parents than teachers who lack an active connection to such
a teacher education institute. In the sample, the overrepresentation of teachers
working at a Protestant school is prominent, which does not necessarily mean
respondents personally have a Protestant religious orientation, and this was not
asked. It is unclear to what extent this overrepresentation of teachers working
in Protestant schools has influenced the findings. Since the sample only con-
sisted of 34 respondents and the research was executed in the Netherlands only,
future research might broaden the sample to a larger number of teachers and
countries. In addition, it would be interesting to learn more about effective
and inspiring teacher education interventions that will stimulate (preservice)
teachers’ approach of the unity of the topics in upbringing, their approach of
equality in collaborating with parents, a reflective attitude on the level of views,
and acknowledgment of every parent’s added value for their child’s education.

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This study clearly shows that many teachers still can develop their views on
upbringing in education and could make a start with practicing collaboration
with parents on upbringing or improve and intensify their collaboration with
parents. This study also shows that in collaborating with parents on upbring-
ing, a commitment to parents including positive valuing of parental efforts and
views, an approach of equality, and a reflective attitude on collaboration on up-
bringing are crucial.

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Mirjam Stroetinga is PhD student at the University of Humanistic Studies in

Utrecht. Furthermore, she works as a researcher and teacher educator at Marnix Acad-
emie, University of Applied Sciences in Utrecht, the Netherlands. Her fields of interest
are teacher–parent collaboration and moral education. Correspondence concerning
this article may be addressed to Mirjam Stroetinga at Marnix Academie, University of
Applied Sciences, Postbus 85002, 3508 AA, Utrecht, the Netherlands, or by email at
[email protected]
Yvonne Leeman is associate professor at the University of Humanistic Studies in
Utrecht, the Netherlands. In particular she studies the development of the profession-
al identity of teachers and other professionals in education.
Wiel Veugelers is professor of education at the University of Humanistic Studies in
Utrecht, the Netherlands. The research fields of his interest are developments in theo-
ry, policy, and practice of moral education and citizenship education.

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