Source: Teaching Education, Volume 24, Issue 2, 2013, pages 150-163.
This study focuses on current efforts underway in one western US state to prepare educators’ for meaningful participation with families.
The participants were Directors and faculty from 43 accredited Institutions of Higher Education (IHEs) preparing pre-service teachers, administrators, and student support personnel.
The participants were asked to complete an online survey regarding current family–school partnering coursework, practice requirements, and resources.
The results indicate that current course offerings and field practice requirements may not match prevailing views regarding the need for and importance of family engagement in promoting student success.
The article concludes with recommendations to refocus coursework, provide alternative field experiences, offer interdisciplinary coursework and projects, and develop ongoing avenues for continued professional development to improve the preparation of future educators to partner with families.