Teacher Candidates’ Engaging With Families During an Early Field Experience

• In Event: Varying Perspectives on the Development of Preservice Teachers Through Field Experience

Abstract

This study examined how facilitating teacher candidates’ engagement with families during an early, school-based field experience affected candidates’ attitudes about family engagement and increased their self-efficacy for collaborating with families on children’s literacy development. The study was conducted as part of an initial certification course on reading, which is co-taught by school and university faculty on site at one of this university’s large urban school partners. During one semester, with guidance from the Parent Liaison, candidates worked with parents and children to share information about children’s progress and to collaborate on literacy activities. Data sources include candidates’ and parents’ responses to interviews, observations of parents and candidates working together with children, and candidates’ written tutoring plans.

Authors

• Julie Lee Rosenthal, William Paterson University

• Mary Lebron, P.S. 11, Passaic Public Schools

• Maika Bonafe, P.S. 11, Passaic Public Schools