| Autor: |
Deeney, Theresa A., Dozier, Cheryl L., Laster, Barbara, Gallagher, Tiffany L., Waller, Rachael, Rhodes, Joan A., Milby, Tammy M., Gurvitz, Debra, Hoch, Mary, Cavendish, Leslie, Solomon Huggins, Shelly, Msengi, Shadrack, McAndrews, Stephanie L., Gray, Erika S., McCarty, Ryan, Ferrara, Paul |
| Předmět: |
|
| Zdroj: |
Journal of Teacher Education; Sep2024, Vol. 75 Issue 4, p424-437, 14p |
| Abstrakt: |
Family partnerships should be a central component of teacher preparation. Although research provides family engagement strategies, little research offers teacher educators guidance from the perspectives of families themselves. The purpose of this convergent mixed-method study was to begin to fill the void in the literature by investigating family perspectives of theirs and their children's experience in 10 reading clinic/literacy lab literacy specialist preparation programs across the United States and Canada. Through analysis of survey ratings (N = 132) and responses to structured interviews to (N = 84), this study found that families valued clinic/lab tutors building relationships with them, responding to their children's strengths and needs, promoting self-efficacy, and working together as partners. Methods used in this study can provide a useful model for how teacher educators can intentionally seek input from families. Findings have implications for teacher educators advocating for and centering family engagement in teacher preparation. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
|
