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Teacher learning about teacher-parent engagement: shifting narratives and a proposed trajectory

In this paper, we examine teacher learning about teacher-parent engagement in mathematics and science education. Using data from three different schools participating in TE-PAC (Teacher-Parent Collaborative Communities), we find evidence of teacher learning in the stories teachers tell about the meanings of - and possibilities for - teacher-parent engagement in the context of broader cultural narratives about the teaching and learning of mathematics and science in their schools and districts. In particular, teacher learning was reflected in changes in teacher narratives over time and in the new understandings of parent resources incorporated into these shifting narratives. We conclude with a proposed trajectory of teacher learning about teacher-parent engagement.