Teachers’ experiences of being unsettled within their relationships with parents: Shifting professional knowledge landscapes

In this study, we focus on exploring teachers' stories of their relationships with parents in times of digital communication. Employing the concept of teachers' professional knowledge landscape, we inquire into Finnish teachers' experiences with WILMA, a digital system used for teacher-parent communication in Finland. We discuss how teachers' experiences shaped by WILMA may disrupt their stories to live by, their identities, in relation with parents. Furthermore, teachers' stories suggest a problem for consideration in teacher education. What is called for are re-imagined ways for parents and teachers to collaborate, thus composing new partnerships on changing landscapes. • Teachers' stories of their relationships with parents in times of digital communication are explored. • The concept of teachers' professional knowledge landscape is used. • Teachers live with uncertainty and feel unsettled with parents' presence in their professional knowledge landscapes. • Teachers search for new temporal, social, and place boundaries within the professional knowledge landscapes. • Teacher education needs to urgently reimagine how teachers and parents can work together.