Examining Preservice Teacher Knowledge and Competencies in Establishing Family-School Partnerships.

Abstract

A research study including 200 preservice teacher candidates in their junior and senior years of study at a public state university in Pennsylvania examined their knowledge and competencies in establishing family–school partnerships. The study found that preservice teacher candidates were aware of the many positive outcomes and barriers associated with establishing family–school partnerships, that their knowledge and competencies in establishing family–school partnerships was limited, and that their perceptions of family–school partnerships were traditional in nature. The results suggest an inconsistency between current federal and state legislative initiatives and accreditation standards requiring greater levels of family–school partnership practices and the scant time and resources offered to address the topic in one teacher education program.