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Evolution into teacher: Influence of biography and credential program on preservice teachers' developing beliefs, perceptions of preparedness and practices in regard to parent involvement and diverse families.

Evolution into teacher: Influence of biography and credential program on preservice teachers' developing beliefs, perceptions of preparedness and practices in regard to parent involvement and diverse families.

Donna Renee Winston
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Several recent policies offer parent involvement as a partial solution to narrowing the achievement gap. This particular policy solution is not poised to be effective because most preservice teachers receive little training on parent involvement. Also, preservice teachers typically draw on memories and observations of their parents' involvement habits to inform their views about parent involvement. This is problematic as most preservice teachers come from white, middle class backgrounds and their ideas about parent involvement don't match those of diverse parents. The following question guided this study: How influential are certain aspects of secondary preservice teachers' credential program and biography in shaping their beliefs, perceptions of preparedness and practices for parent involvement in regard to low income, non-English speaking and minority parents?;This paper is based on data collected during an 18 month, mixed-methods, longitudinal study. Data was collected via surveys, interviews, and document review. Statistical analyses were used to examine the quantitative data while inductive coding was used for qualitative data.;Several interesting results emerged from the study. While a preservice teacher's biography were influential at the beginning of the credential program, this influence faded over time. Course assignments that required preservice teachers to engage with parents, class texts about diverse parents, and course topics and themes on diverse populations were influential. Preservice teachers were more likely to engage in a parent-teacher partnership activity if their cooperating teachers did the activity. Student teaching at diverse site placements allowed preservice teachers to observe diverse parents' involvement practices.;This study concludes that hands-on experiences with parent-teacher partnership activities are most influential in determining which parent-teacher partnership activities a preservice teacher will engage once full-time teaching. These experiences are relevant to diverse parents when they take place in a diverse student teaching site placement.
Language
English
Pages
274
Format
NOOKstudy eTextbook
ISBN 13
9781109446746

Evolution into teacher: Influence of biography and credential program on preservice teachers' developing beliefs, perceptions of preparedness and practices in regard to parent involvement and diverse families.

Donna Renee Winston
0/5 ( ratings)
Read Download
Several recent policies offer parent involvement as a partial solution to narrowing the achievement gap. This particular policy solution is not poised to be effective because most preservice teachers receive little training on parent involvement. Also, preservice teachers typically draw on memories and observations of their parents' involvement habits to inform their views about parent involvement. This is problematic as most preservice teachers come from white, middle class backgrounds and their ideas about parent involvement don't match those of diverse parents. The following question guided this study: How influential are certain aspects of secondary preservice teachers' credential program and biography in shaping their beliefs, perceptions of preparedness and practices for parent involvement in regard to low income, non-English speaking and minority parents?;This paper is based on data collected during an 18 month, mixed-methods, longitudinal study. Data was collected via surveys, interviews, and document review. Statistical analyses were used to examine the quantitative data while inductive coding was used for qualitative data.;Several interesting results emerged from the study. While a preservice teacher's biography were influential at the beginning of the credential program, this influence faded over time. Course assignments that required preservice teachers to engage with parents, class texts about diverse parents, and course topics and themes on diverse populations were influential. Preservice teachers were more likely to engage in a parent-teacher partnership activity if their cooperating teachers did the activity. Student teaching at diverse site placements allowed preservice teachers to observe diverse parents' involvement practices.;This study concludes that hands-on experiences with parent-teacher partnership activities are most influential in determining which parent-teacher partnership activities a preservice teacher will engage once full-time teaching. These experiences are relevant to diverse parents when they take place in a diverse student teaching site placement.
Language
English
Pages
274
Format
NOOKstudy eTextbook
ISBN 13
9781109446746

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