Changing Teacher Candidates' Beliefs to Partner With Diverse Students and Families

• In Event: Preservice Teachers Learning in and About Diverse Families

Abstract

With a polarized political climate in which people are debating the merits of secured national borders and the rights of persons from diverse backgrounds, it is even more important than ever for teacher education programs to prepare teacher candidates to reflect on their experiences and identities and how that frames their perspectives of others (Banks, Cochran-Smith, Moll, Richert, Zeichner, LePage, & Duffy, 2007; Gay, 2010). This study examined the implementation of family-school partnership modules in teacher candidates’ courses and the corresponding effect on the candidates’ beliefs in working with diverse students and their families. Based on survey data over a three-year period, results indicated that candidates’ limited views of students’ familial backgrounds and contributions could be changed.

Authors

• Kevin Traynor, University of Hawaii - Manoa

• Katherine T. Ratliffe, University of Hawaii

• Jacquelyn J Chappel, Kapiolani Community College