Teacher Candidates' Opinions and Experiences as Input for Teacher Education Curriculum Development

Autor/inn/en	Willemse, T. Martijn; de Bruïne, Erica J.; Griswold, Peter; D'Haem, Jeanne; Vloeberghs, Lijne; Van Eynde, Sofie
Titel	Teacher Candidates' Opinions and Experiences as Input for Teacher Education Curriculum Development
Quelle	In: Journal of Curriculum Studies, 49 (2017) 6, S.782-801 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2016.1278043
Schlagwörter	Foreign Countries; Cross Cultural Studies; Cultural Differences; Curriculum Development; Preservice Teachers; Student Attitudes; Knowledge Level; Student Surveys; Student Experience; Family School Relationship; Partnerships in Education; Parent Teacher Cooperation; Interaction; Teacher Role; Multivariate Analysis; Self Efficacy; Statistical Analysis; Qualitative Research; Belgium; Netherlands; United States + Suchen Sie Ihr Suchwort? Ausland; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schülerverhalten; Wissensbasis; Schülerbefragung; Studienerfahrung; Hochschulpartnerschaft; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Interaktion; Lehrerrolle; Multivariate Analyse; Self-efficacy; Selbstwirksamkeit; Statistische Analyse; Qualitative Forschung; Belgien; Niederlande; USA
Abstract	The aim of this international study was to generate recommendations for curriculum improvement in family-school partnerships (FSP) by examining teacher candidates' understandings, attitudes and experiences. A survey of 1144 candidates in their first or final year of preparation at three universities, one each in Belgium, the Netherlands and the USA, provided qualitative and quantitative data regarding their understandings, attitudes about FSP and their experiences in their teacher preparation. The data indicated modest approval of the value of partnerships, understandings of partnerships weighted towards teacher to parent communication, preference for traditional teacher-parent activities over non-traditional choices, and, among final year candidates, mildly positive feelings of preparedness. Candidates wished more interactions with parents during field experiences and practical strategies for communicating with parents. Inferred in their responses was the need for curriculum to develop an expanded view of partnerships, enhance attitudes, especially among secondary education candidates, and cultivate skills in working with families from culturally diverse backgrounds. However, few candidates expressed a desire for exploring theory and research on partnerships or for the opportunity to develop a personal philosophy, components which are thought critical for teachers' ability to establish partnerships with parents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01