Preservice Teachers' Self-Efficacy in Working With Families: Can an Immersive Course Make a Difference?

• In Event: Roundtable Session 32
  In Roundtable Session: Preservice Teachers' Learning About Family and Community Involvement

Abstract

This study examines the effect of preservice teachers’ immersive learning experience in working with families. 48 university students participated in a traditional or immersive class. The Peabody Family Involvement Initiative Survey was selected to assess students’ self efficacy in working with families. The students completed the same assignments as those in the traditional course and additionally were involved in planning family events, creating a family space, and conferencing with families onsite to meet real goals. Initial results indicate that among level of importance, level of feasibility, and perceptions of preparation, the immersive class students showed significant differences. This study suggests that preservice teachers should have immersive experience with actual parents while gaining immediate, real feedback about effective strategies.

Authors

• Kyoung Jin Kim, Ball State University

• Linda Taylor, Ball State University