Teacher candidates’ opinions and experiences as input for teacher education curriculum development

Abstract

The aim of this international study was to generate recommendations for curriculum improvement in family–school partnerships (FSP) by examining teacher candidates’ understandings, attitudes and experiences. A survey of 1144 candidates in their first or final year of preparation at three universities, one each in Belgium, the Netherlands and the USA, provided qualitative and quantitative data regarding their understandings, attitudes about FSP and their experiences in their teacher preparation. The data indicated modest approval of the value of partnerships, understandings of partnerships weighted towards teacher to parent communication, preference for traditional teacher–parent activities over non-traditional choices, and, among final year candidates, mildly positive feelings of preparedness. Candidates wished more interactions with parents during field experiences and practical strategies for communicating with parents. Inferred in their responses was the need for curriculum to develop an expanded view of partnerships, enhance attitudes, especially among secondary education candidates, and cultivate skills in working with families from culturally diverse backgrounds. However, few candidates expressed a desire for exploring theory and research on partnerships or for the opportunity to develop a personal philosophy, components which are thought critical for teachers’ ability to establish partnerships with parents.