Teacher Educators’ and Student Teachers’ Beliefs About Preparation for Working With Families Including Those From Diverse Socioeconomic and Cultural Backgrounds
Bibliographic Data
| ID | 9728874 |
|---|---|
| Authors | Jeanne D’Haem (William Paterson University, Wayne, NJ, USA, corresponding author), Peter Griswold (William Paterson University, Wayne, NJ, USA) |
| Year | 2017 |
| Volume | 49 |
| Issue | 1 |
| Pages | 81-109 |
| Publication date | 2017-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124516630602 |
| OpenAlex | W2373884076 |
| Language | EN |
| Citations received | 19 |
| References cited | 31 |
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
Class (philosophy · Cultural competence · Cultural diversity · Diversity (politics · Focus group · General partnership · Mathematics education · Pedagogy · Political science · Population · Socioeconomic status · Sociology · Teacher education · Teacher Preparation · Collaborative Teaching and Inclusion · Diverse Education Studies and Reforms · Parental Involvement in Education · Psychology
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“You hear my funny accent?!”
Factor Analysis of the Attitude Toward Parent Involvement Survey With Preservice Teachers
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Differences in Pre-Service Teacher Attitude Change about Family Involvement across Four Universities
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International schools in Cyprus as an arena of teacher-parent struggles
Teachers’ professionalism and relations with parents
Teachers’ Perceptions of Educational Inclusion for Migrant Children in Chinese Urban Schools
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A Study on the Relationship Between Preservice STEM Teachers’ Beliefs About Migrant Students and Teachers’ Roles in Chinese Urban Schools
Teachers Centering Families and Building Rapport During Home Visits
Working in partnership to support children and young people with selective mutism
Parental Involvement or Interference? Rural Teachers' Perceptions
Other People's Children
Parents' Social Networks and Beliefs as Predictors of Parent Involvement
Equity Issues in Parental and Community Involvement in Schools
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Other People’s Children
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Elementary preservice teachers’ opinions about parental involvement in elementary children's education
Teachers Involving Parents (TIP)
Parents and school communities in Japan and Scotland
Prospects for Change
Hard to reach parents or hard to reach schools? A discussion of home—school relations, with particular reference to Bangladeshi and Pakistani parents
Parent Empowerment and Teacher Professionalism
Exploring Connections Between the Construct of Teacher Efficacy and Family Involvement Practices
The Role of Parents in High-Achieving Schools Serving Low-Income, At-Risk Populations
A Meta-Analysis of the Relation of Parental Involvement to Urban Elementary School Student Academic Achievement
The Relationship Between Parental Involvement and Urban Secondary School Student Academic Achievement
A Foundational Approach to Preparing Teachers for Family and Community Involvement in Children's Education
Social Class and the Daily Lives of Children
| Unique citing works | 19 |
|---|---|
| Citations per year | 2,11 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 19 |