An Asset Model: Preparing Preservice Teachers To Work With Children and Families “of Promise”

Abstract

The purpose of this study was to investigate the preparation of preservice teachers to work with children and families “of promise,” based on the perceptions and experiences of students in the course titled “Principles of Interprofessional Collaboration” and in field site experiences in family literacy programs. Data were gathered through: 1) pre/post, open-ended questionnaires completed by students enrolled in the course; 2) journals maintained weekly by students for reflection and dialogue about their readings and field experiences; and 3) a focus group, which met bimonthly. The research examined teacher educators' and students' changing perspectives. As a result of course content and field experiences at family literacy sites, students' views changed to a “family first” perspective, considering children and families to be “of promise” rather than “at risk.” Students also indicated they had gained confidence in their own ability to understand and work with children and families “of promise,” understood the necessity for working in teams, and understood the importance of parent involvement.