Pre-service early childhood teachers’ self-efficacy beliefs towards parent involvement

Alaçam, Nur; Olgan, Refika

doi:10.1080/10476210.2017.1324843

Cited by 7 publications

(3 citation statements)

References 25 publications

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“…The questionnaire was designed on the basis of the studied literature and research dealing with similar issues (Alaçam, & Olgan, 2017;Cheung & Kam, 2019;Shu, 2019). A questionnaire was designed for the needs of the research with 26 manifest variables on an ordinal five-degree Likert scale, wherein the quantifiers are: 1 -it is not at all true for me; 2 -it is somewhat not true for me; 3 -it is neither true nor false for me; 4 -it is true for me in greater measure; 5 -it is completely true for me.…”

Section: Methodsmentioning

confidence: 99%

“…It appears that the students had overestimated their level of teacher self-efficacy at the beginning of their study, before acquiring practical experience, more than they have during the final semester of their teacher education programs. Alaçam and Olgan (2017) emphasize that preservice teachers are unaware of the problems concerning parent involvement in education.…”

Section: Figure 2 Mean Values Between the Subsamples On The Composite Variablesmentioning

confidence: 99%

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Teacher Education Students' Self-Assessment of Competence for Cooperation With Parents

Đuranović

Opić

Klasnić

2021

SIE

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To be a teacher in the times of today is a great challenge. In order to respond to the needs of modern society, lifelong learning and mastery of numerous competences are expected of the teacher in various fields of work, wherein cooperation with parents is one of the extremely important areas. The goal of the research was to gain insight into self-assessment of competence of students at the Faculty of Teachers Education for future cooperation with parents. The research was implemented during October, 2020, on the sample of 416 students in their first, third and fifth year at the Faculty of Teacher Education of the University of Zagreb (Croatia). It is a futurological research for whose needs a questionnaire was designed with 26 manifest variables on an ordinal, five-degree Likert-type scale. From the manifest set of variables of competence for future cooperation with parents, three composite variables were formed: general cooperation competence, competence for cooperation directed to teaching efficacy, and competence for cooperation directed to communication with parents. The results show that the total student self-assessment of competences for future cooperation with parents is relatively positive, and the existence of statistically significant differences in all three composite variables. Faculties educating future teachers should introduce obligatory courses which would sensitise and capacitate them for future cooperation with parents.

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Section: Methodsmentioning

confidence: 99%

Section: Figure 2 Mean Values Between the Subsamples On The Composite Variablesmentioning

confidence: 99%

Teacher Education Students' Self-Assessment of Competence for Cooperation With Parents

Đuranović

Opić

Klasnić

2021

SIE

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“…The concern for teacher educators is that PSTs may already hold deficit perspectives on families that differ from their predominantly white, lower-middle class upbringing (Sleeter, 2008(Sleeter, , 2017 and therefore may locate difficulties in building bridges with families and communities with parents (D'Haem & Griswold, 2017). Thus, PSTs may not be prepared to meet the needs of students, families, and communities that differ from them (Alaçam & Olgan, 2017;Buchanan & Buchanan, 2016;Kumar & Hamer, 2013;Walker & Dotger, 2012;Warren, 2017). The D-CAN work serves to highlight more diverse ways of thinking about community engagement and to account for the perspectives of individuals who may not be part of, or valued in, the traditional parent involvement roles.…”

Section: Math Misplacementmentioning

confidence: 99%

Lessons Learned in the Pursuit of Social Justice in Education: Finding a Path and Making the Road

2020

Handbook on Promoting Social Justice in Education

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The chapter uses lessons learned from the design, development, implementation, and improvement of a collective action network to focus on theory and practice at the nexus of educational leadership and social justice. A brief introduction honors those who came before in this work and operationalizes a challenge to reimagine the discourse and the practice of educational leadership for social justice. The challenge is then addressed in two sections. The first section "A Collective Action Network and Its Working Space," addresses how and why a collective action network was formed to pursue social justice in education. In this section, the conceptual frameworks that underlie the cross-sector partnerships constituting the network are explicated. Additionally, the nature of the work space created by the diverse experiences and expertise of partners is examined, including how three theoretical framespublic scholarship, improvement inquiry, and restorative justiceinform educational leadership for social justice. In the second section "Nodes in the Network: Grassroots Efforts in Pursuit of Social Justice," examples of projects that have been undertaken across seven nodes in the network are provided as illustrations of the diversity of discourses and practices that can contribute to the synergy that exists at the nexus of educational leadership and social justice. Each node in the network represents not only discrete cross-sector partnerships, but also discrete efforts to improve systems of practice, address harm, and authentic practices of social justice. The grassroots work includes improvement efforts that range from school improvement to principal preparation to violence prevention to police training to prison education to Community Learning Exchanges to elementary math instruction to holistic African American male achievement. A brief concluding statement indicates why the reimagining the discourse and the practice of educational leadership for social justice is a challenge worth pursuing.

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Lessons Learned in the Pursuit of Social Justice in Education: Finding a Path and Making the Road

2019

Handbook on Promoting Social Justice in Education

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Pre-service early childhood teachers’ self-efficacy beliefs towards parent involvement

Cited by 7 publications

References 25 publications

Teacher Education Students' Self-Assessment of Competence for Cooperation With Parents

Teacher Education Students' Self-Assessment of Competence for Cooperation With Parents

Lessons Learned in the Pursuit of Social Justice in Education: Finding a Path and Making the Road

Lessons Learned in the Pursuit of Social Justice in Education: Finding a Path and Making the Road

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