Teacher Educators’ and Student Teachers’ Beliefs About Preparation for Working With Families Including Those From Diverse Socioeconomic and Cultural Backgrounds

Abstract

This mixed-methods study examined teacher preparation for developing family partnerships. The attitudes and practices of teacher educators and the attitudes and experiences of student teachers were explored in focus groups, documents, and a survey instrument. Results indicated that although partnerships were considered important by faculty and students, both groups were concerned with the difficulties teachers may experience with parents. The subject university is committed to diversity and requires a field experience in a multi-cultural community. Although teacher educators expressed strong concerns about teaching candidates to work with parents from diverse cultural and linguistic backgrounds, they voiced doubts regarding their own ability to educate students regarding families from different cultures. The teacher candidates seemed relatively unaware of the importance of engaging diverse families in a partnership. There was evidence that, in the minds of student teachers, whatever problems existed were attributable to the parents. On an item about the beliefs of parent involvement, student teachers appear to have less positive views of diverse parents than do teacher candidates surveyed at the beginning of their preparation. Basically, candidates were focused on giving information to parents and not on creating reciprocal relationships. Results suggest that field experiences in culturally diverse settings are not enough and must be accompanied by class discussion. Graded assignments, and authentic experiences with opportunities to examine beliefs and attitudes toward families from diverse backgrounds in courses and field experiences are needed.

Navigating the process of building parent-teacher partnerships: Experiences of early childhood pre-service teachers

“…These legislative mandates clearly point to the importance of teachers promoting parent involvement in early school experiences and this emphasis needs to be an intentional component of teacher preparation programs (Mitsch et al, 2020;Taylor & Kim, 2020). Therefore, as theoretical and empirical perspectives support the critical role of parents in students' success, pre-service teachers too must continue receiving training on ways to engage with parents (D'Haem & Griswold, 2017;Epstein & Sanders, 2006;Hoover-Dempsey, Walker, Jones, & Reed, 2002). In their work, Epstein and Sanders (2006) surveyed administrators in 161 teacher preparation programs and found that, although respondents agreed on the importance of involving families, few believed that graduating students were fully prepared to do so.…”

“…In their work, Epstein and Sanders (2006) surveyed administrators in 161 teacher preparation programs and found that, although respondents agreed on the importance of involving families, few believed that graduating students were fully prepared to do so. Emphasizing the need for specific courses on school, family, and community partnerships, the benefits of family engagement in student academic and social success is highlighted (Delgado-Gaitan, 2007;Epstein, 2006;Epstein et al, 2018), and teacher educators are challenged to prepare future teachers for effective partnerships with families (D'Haem & Griswold, 2017). In particular, the lack of preparation for pre-service teachers on how to work with families has been highlighted as being problematic and despite some progress within initial teacher preparation programs, few pre-service teachers have access to full courses on how to form partnerships with families (Willemse, Thompson, Vanderlinde, & Mutton, 2018).…”

“…In particular, the lack of preparation for pre-service teachers on how to work with families has been highlighted as being problematic and despite some progress within initial teacher preparation programs, few pre-service teachers have access to full courses on how to form partnerships with families (Willemse, Thompson, Vanderlinde, & Mutton, 2018). It is no wonder that most pre-service teachers report learning no competencies in establishing strong partnerships with families (D'Haem & Griswold, 2017;Patte, 2011) and often face many obstacles in achieving meaningful parent-teacher relationships (Bofferding, Kastberg, & Hoffman, 2016). Thus, teacher education programs should consider offering at least one required course on school, family, and community partnerships (D'Haem & Griswold, 2017;Epstein, 2001).…”

“…It is no wonder that most pre-service teachers report learning no competencies in establishing strong partnerships with families (D'Haem & Griswold, 2017;Patte, 2011) and often face many obstacles in achieving meaningful parent-teacher relationships (Bofferding, Kastberg, & Hoffman, 2016). Thus, teacher education programs should consider offering at least one required course on school, family, and community partnerships (D'Haem & Griswold, 2017;Epstein, 2001).…”

“…Schools continuously seek to improve children's academic success and overall development. Research points to the strong association between engaging parents and children's success in school (de Bruїne et al, 2014;D'Haem & Griswold, 2017;Epstein, 1994;Gilroy, 2018;Pemberton & Miller, 2015;Tekin, 2011). Additionally, it is well documented that the home is a great socializing agent where the child is shaped by parental attitudes towards learning, and that parents' support plays a pivotal role in children's future school success (Harris & Goodall, 2008).…”