Alleviating barriers to family involvement in education: The role of teacher education

Abstract

The purpose of this study was to determine the extent to which selected course experiences influenced preservice teachers' perceptions of their comfort and competence levels in planning and implementing family involvement programs in schools. Students completed pre- and post-assessments related to their ability to work with parents. Pretest and post-test means were compared using a t-test for dependent samples to determine whether respondents' perceptions changed as a result of course participation. A variation of the constant comparative method of data analysis suggested by Strauss (1987) was used to analyze the qualitative data obtained from students' reflective post-semester statements. A framework suggested by de Acosta (1996) for foundation courses in family involvement in education was used to examine the focus of course content and experiences. Data analyses revealed that course experiences made a significance difference in enhancing the students' perceptions of their comfort and competence levels in planning and implementing family involvement programs.