Difference in Preservice Teachers' Perspective on Preparation for Family Engagement in Urban Schools During Residency

• In Event: 21.030 - When Preservice Teachers Learn Alongside Students, Families, and Communities

Abstract

Studies show evidence of greater achievement and learning outcomes for children with increased family involvement (Caspe, Lopez, Chu & Weiss, 2011). With changing demographic trends in our urban schools, it is important to ensure that teacher preparation programs include family engagement strategies and field practice in order to prepare future teachers to meet the needs of diverse students and families. This study examined the difference in perspective between preservice teachers with year-long residencies versus one-semester residencies on their preparation in learning family engagement strategies, skills, and practices during a teacher education program. Statistically significant results indicated that year-long preservice teachers felt more prepared to partner with diverse families in an urban environment, yet had suggestions for improvements to program.

Authors

• Nicole Locher Andrews, University of Houston

• Dr. Neelofer A Tajani, University of Houston