Pedagogical framework for parent education and conceptions of parental learning

• Ming Fai Pang ^[1] ; Luis Go
  1. [1] University of Hong Kong

     University of Hong Kong

     RAE de Hong Kong (China)

     
• Localización: II International Conference Familiy and Society / Rita Cavallotti Oldani (ed. lit.), Consuelo León Llorente (ed. lit.), 2015, ISBN 978-84-606-8395-7, págs. 359-367
• Idioma: inglés
• Enlaces
  • Texto Completo Libro
• Resumen

  • In recent years, there has been a significant increase in the number of in-school parenting education programs. However, no standards exist for, nor are there bases for, curriculum development and program design. Understanding conceptions of learning from the perspective of learners helps educators to improve their students’ learning. By investigating parents’ conceptions of learning, this study aimed to provide a theoretical basis for the design of parent education programs. Phenomenography was used as a research method, and semi-structured interviews were conducted. Six conceptions of parental learning emerged from an analysis of the interview transcripts: Learning as (a) recalling experiences, (b) acquiring problem solving skills, (c) applying the problem solving skills, (d) awareness of the parentchild relationship, (e) developing an alternative understanding of parenting, and (f) changing as a person and as a parent. The first three conceptions (a, b and c) focus on acquiring and applying quick fixes to gain control of the child’s behaviour. The last three conceptions (d, e and f) focus on the development of the parent and child relationship and on reflection on assumptions about parenting. The first three are considered to be indicative of a surface learning approach, while the last three reflect a deep learning approach.