Leveraging Simulated Practice to Build Preservice Teachers' Family Engagement Skills

• In Event: Expanding Virtual Preservice Teacher Learning Through Simulated Practice, Virtual Placements, and Video Analysis

Abstract

Pre-service teachers (PSTs) are often under-prepared to work with families. Family conferences are high-stakes and rare, and PSTs are seldom given opportunities to practice running them in field placements or to receive feedback on their skills. In this study, 103 PSTs ran two simulated, mixed-reality family conferences, with half receiving coaching and half completing a self-reflection between the two rounds. Mixed-methods analyses of PSTs’ performance and surveys showed that PSTs valued the virtual practice opportunities, that they were comfortable sharing student strengths, and that coaching significantly improved PSTs’ ability to build and maintain rapport with the parent. This study highlights the possibilities of simulated family engagement practice and the benefits of individualized feedback for PSTs.

Authors

• Rose Sebastian, University of Virginia

• Debajyoti Datta, University of Virginia