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JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
Teacher Educators' Perspective on Preservice Teacher Preparation/Coursework
Provided to Engage Diverse Families for Student Learning
Author(s): Neelofer A. Tajani
Citation: Neelofer A. Tajani, (2020) "Teacher Educators' Perspective on Preservice Teacher Preparation/Coursework Provided to Engage Diverse Families for Student Learning," Journal of Higher Education Theory and Practice, Vol. 20, ss. 8, pp. 135-140
Article Type: Research paper
Publisher: North American Business Press
Abstract:
Research shows that most teachers require more experience-based training in developing collaborative, relational, and reciprocal practices to build family partnerships. This study examines the preservice teacher preparation for working with diverse families in urban settings from an EC-6 teacher preparation program at a large urban university in the southwestern United States. The paper presents the faculty perspectives of kind of activities and experiences regarding engaging diverse families for student learning is provided to preservice teachers. The results showed that preservice teachers learned about family engagement primarily in early childhood courses taken in the beginning of the program and through the integration of related knowledge into existing courses, which were most commonly presented through assignments and classroom discussion. The study also found that the program incorporates the national standards on family engagement, but limited best practices are included in the coursework.
