ERIC Number: EJ1226360
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
Shifting Perspectives: Preservice Teacher Preparation in Family Engagement
Sanders-Smith, Stephanie C.; Smith-Bonahue, Tina M.; Cordoba, Tanya Espinosa; Soutullo, Olivia R.
Journal of Early Childhood Teacher Education, v40 n3 p221-237 2019
This is a case study of four students in an early childhood teacher preparation program at a large, state university that intentionally seeks to emphasize supporting children and families from diverse backgrounds and using culturally responsive pedagogy. The program includes a family engagement course in the first semester that is designed to facilitate students' recognition of the perspectives of diverse families, as well as practica in schools serving children and families from a range of backgrounds. Our investigation revealed that not all of our participants were willing to completely let go of their preconceived understandings of family diversity and engagement, but those who did were very willing to try multiple ways of building mutually beneficial relationships with families. Our findings suggest that teacher educators must have an understanding of the cultural and family backgrounds of teacher preparation students so as to better support students in decentering and resisting normalizing their own family and school experiences.
Descriptors: Preservice Teachers, Teacher Education, Family Involvement, Early Childhood Teachers, State Universities, Student Diversity, Culturally Relevant Education, Practicums, Family Characteristics, Teacher Educators, Student Experience, Student Development, Teacher Role, Professional Identity, Family School Relationship, Young Children, Perspective Taking
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Early Childhood Education
Authoring Institution: N/A