What Do We Know about How to Effectively Prepare Teachers to Engage with Families?

Autor/inn/en	Mancenido, Zid; Pello, Rita
Titel	What Do We Know about How to Effectively Prepare Teachers to Engage with Families?
Quelle	In: School Community Journal, 30 (2020) 2, S.9-38 (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Elementary Secondary Education; Family School Relationship; Parent Teacher Cooperation; Preservice Teacher Education; Teacher Education Programs; Intervention; Teacher Competencies; Student Attitudes; Self Efficacy; Beliefs; Skill Development; Practicums; Learning Activities + Suchen Sie Ihr Suchwort? Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lehramtsstudiengang; Lehrerausbildung; Lehrkunst; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Belief; Glaube; Kompetenzentwicklung; Qualifikationsentwicklung; Practicum; Praktikum; Praktika; Lernaktivität
Abstract	One way to improve the quality of family engagement in K-12 U.S. public schools is by ensuring beginning teachers are well prepared to engage with their students' families. To ensure this, teacher educators and policymakers first need to know what works in preparing preservice teachers for effective family engagement. This systematic review quantitatively and qualitatively describes the existing evidence base. We collated and analyzed the quality of peer-reviewed empirical studies that evaluated interventions designed to improve preservice teachers' capacity to work with parents/guardians. We found a total of 25 studies (8 qualitative, 6 quantitative, 11 mixed methods). Although together these studies provide correlational evidence of improvements in preservice teachers' "beliefs" and "self-efficacy," only one study was designed to provide rigorous causal evidence of improvement in preservice teachers' "skills" for engaging with families. These findings suggest that future research should employ more rigorous evaluative research designs and more practice-based outcome measures to strengthen the evidence base on preservice family engagement interventions. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01