Shifting Perspectives: Preservice Teacher Preparation in Family Engagement

Autor/inn/en	Sanders-Smith, Stephanie C.; Smith-Bonahue, Tina M.; Cordoba, Tanya Espinosa; Soutullo, Olivia R.
Titel	Shifting Perspectives: Preservice Teacher Preparation in Family Engagement
Quelle	In: Journal of Early Childhood Teacher Education, 40 (2019) 3, S.221-237 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2018.1557765
Schlagwörter	Preservice Teachers; Teacher Education; Family Involvement; Early Childhood Teachers; State Universities; Student Diversity; Culturally Relevant Education; Practicums; Family Characteristics; Teacher Educators; Student Experience; Student Development; Teacher Role; Professional Identity; Family School Relationship; Young Children; Perspective Taking + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Staatliche Universität; Practicum; Praktikum; Praktika; Teacher education; Education; Studienerfahrung; Lehrerrolle; Zukunftsperspektive
Abstract	This is a case study of four students in an early childhood teacher preparation program at a large, state university that intentionally seeks to emphasize supporting children and families from diverse backgrounds and using culturally responsive pedagogy. The program includes a family engagement course in the first semester that is designed to facilitate students' recognition of the perspectives of diverse families, as well as practica in schools serving children and families from a range of backgrounds. Our investigation revealed that not all of our participants were willing to completely let go of their preconceived understandings of family diversity and engagement, but those who did were very willing to try multiple ways of building mutually beneficial relationships with families. Our findings suggest that teacher educators must have an understanding of the cultural and family backgrounds of teacher preparation students so as to better support students in decentering and resisting normalizing their own family and school experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01