Abstract
This study has aimed to determine the knowledge, skills, and views held by pre-service teachers attending different teacher training programs about parent involvement. A total of 520 4th year students receiving education in primary school teaching and in branch teaching programs participated in the study. Data were collected by the Parent Involvement Survey developed by Epstein and Dauber. This survey contains both open-ended questions and Likert-type items regarding the dimensions of parent involvement. A mixed research model was employed in this study. MANOVA, ANOVA and t-test were used. Qualitative data were thematically analyzed. The results show that although participants generally have positive opinions about parent involvement, participants from the primary school teaching program have higher averages in all dimensions. There is a significant difference between groups in regard to the 1st, 2nd, 3rd, 4th, and 7th dimensions, but not in terms of the 5th, 6th, and 8th, dimensions. According to the results, branch teachers working with middle school students have more limited knowledge and less positive views on this subject. While they believe that the subject of parent involvement should be included in teacher training processes, they also think that parent involvement is not sufficiently supported at schools due to reasons stemming from both teachers and families.
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