Abstract
Several studies over the past five decades have shown that when families are involved in their child's education, it improves academic achievement (Barger et al., 2019). Beyond academic achievement, family and community engagement is also associated with better behavior, increased attendance and graduation rates, social skills, and mental health (Hiatt-Michael, 2001). Educator preparation programs (EPPs) can play a vital role in shaping pre-service teachers' knowledge, attitudes, beliefs, and values (Darling-Hammond & Baratz-Snowden, 2007). Moreover, researchers claim that teachers' beliefs are among the most important predictors of their classroom behaviors and practices (Buchanan et al, 1998; Vartuli, 1999). As such, pre-service teachers' beliefs should be discussed in their EPPs. The purpose of the present study was to evaluate pre-service teachers' perceptions regarding family and community engagement in two courses (1 undergraduate and 1 graduate) designed to promote home, school, and community relationships. Students completed a pre-post survey that assessed their beliefs regarding family and community engagement. Results indicated overwhelmingly positive perceptions for the importance of building relationships with families. Implications for practice in higher education pre-service early childhood education coursework are examined.
Recommended Citation
Swart, Katie
(2025)
"Pre-Service Teacher Perceptions,"
Teacher Education Journal of South Carolina: Vol. 19:
No.
1, Article 7.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol19/iss1/7