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postgraduate thesis: Conceptions of parental learning

TitleConceptions of parental learning
Authors
Advisors
Advisor(s):Pang, MF
Issue Date2013
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Go, L. J. T. [吳煌元]. (2013). Conceptions of parental learning. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5153684
AbstractThe study investigates the learning of parents in parent education. It aims to find the parent learners’ conceptions of learning and to obtain an understanding of parents as learners. Phenomenography was employed as the research method. Semi-structured interviews were conducted with parents who participated in an in-school parent education course targeted at parents of students in the first year of secondary school. The study found six conceptions of parental learning: Learning as A. recalling experiences, B. acquiring problem solving skills, C. applying the problem solving skills, D. awareness of the parent-child system, E. seeing alternative ways of parenting, and F. changing of persons. Among the six categories, the first three are akin to surface learning, while the last three are deep learning. The research found a hierarchical relationship among them. Conception A is considered the lowest level of learning, while F is the highest. The first three conceptions are focused on the control of the child’s behavior. In these, learning is often limited to acquiring and to applying quick fixes to regain control of the child’s behavior. The last three conceptions are focused on the development of the parent and child relationship. Learners reflect upon the assumptions that define the parent-child relationship, the assumptions on the developmental needs of the child, and the assumptions that govern parenting attitude and practices. Deep learning approaches are more systemic than the surface learning approaches. In the former, the problem is treated as something external to the learner, while in the latter the learner is treated as part of the system and is therefore also part of the problem. Transformation is more personal and internal to the learner in the latter categories. Reflection is found to be the key learning strategy in all the conceptions. The first three employ ‘practical or pragmatic reflection’, while the last three employ ‘critical reflection’ of assumptions. This study extends the field of phenomenographic research to more complex and ill-defined real life learning in a lived context. The study concludes that for parent education to acquire an educational and developmental perspective, there is a need to treat ‘parents as learner’. The ‘conceptions of parental learning’ provide critical insights to parents as learners, which in turn give an alternative framework for parent education practitioners and researchers toward designing appropriate programs that facilitate parental learning. Facilitators should foster critical reflection, take into account the rich experiences among the learners and endeavor to harness them.
DegreeDoctor of Philosophy
SubjectParenting - Study and teaching - China - Hong Kong
Dept/ProgramEducation
Persistent Identifierhttp://hdl.handle.net/10722/196006

 

DC FieldValueLanguage
dc.contributor.advisorPang, MF-
dc.contributor.authorGo, Luis Jr. Tio-
dc.contributor.author吳煌元-
dc.date.accessioned2014-03-21T03:50:04Z-
dc.date.available2014-03-21T03:50:04Z-
dc.date.issued2013-
dc.identifier.citationGo, L. J. T. [吳煌元]. (2013). Conceptions of parental learning. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5153684-
dc.identifier.urihttp://hdl.handle.net/10722/196006-
dc.description.abstractThe study investigates the learning of parents in parent education. It aims to find the parent learners’ conceptions of learning and to obtain an understanding of parents as learners. Phenomenography was employed as the research method. Semi-structured interviews were conducted with parents who participated in an in-school parent education course targeted at parents of students in the first year of secondary school. The study found six conceptions of parental learning: Learning as A. recalling experiences, B. acquiring problem solving skills, C. applying the problem solving skills, D. awareness of the parent-child system, E. seeing alternative ways of parenting, and F. changing of persons. Among the six categories, the first three are akin to surface learning, while the last three are deep learning. The research found a hierarchical relationship among them. Conception A is considered the lowest level of learning, while F is the highest. The first three conceptions are focused on the control of the child’s behavior. In these, learning is often limited to acquiring and to applying quick fixes to regain control of the child’s behavior. The last three conceptions are focused on the development of the parent and child relationship. Learners reflect upon the assumptions that define the parent-child relationship, the assumptions on the developmental needs of the child, and the assumptions that govern parenting attitude and practices. Deep learning approaches are more systemic than the surface learning approaches. In the former, the problem is treated as something external to the learner, while in the latter the learner is treated as part of the system and is therefore also part of the problem. Transformation is more personal and internal to the learner in the latter categories. Reflection is found to be the key learning strategy in all the conceptions. The first three employ ‘practical or pragmatic reflection’, while the last three employ ‘critical reflection’ of assumptions. This study extends the field of phenomenographic research to more complex and ill-defined real life learning in a lived context. The study concludes that for parent education to acquire an educational and developmental perspective, there is a need to treat ‘parents as learner’. The ‘conceptions of parental learning’ provide critical insights to parents as learners, which in turn give an alternative framework for parent education practitioners and researchers toward designing appropriate programs that facilitate parental learning. Facilitators should foster critical reflection, take into account the rich experiences among the learners and endeavor to harness them.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subject.lcshParenting - Study and teaching - China - Hong Kong-
dc.titleConceptions of parental learning-
dc.typePG_Thesis-
dc.identifier.hkulb5153684-
dc.description.thesisnameDoctor of Philosophy-
dc.description.thesislevelDoctoral-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5153684-

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