Terms of engagement: Preparing pre-service teachers to form authentic partnerships with families and communities

Abstract

Abstract Family engagement topics are less common in university teacher preparation curricula than subject content and pedagogical studies. This article describes some current conceptualisations about the positive impact that thoughtful community and family partnerships have for the growth and development of children, teachers, families and schools. Theoretical, historical and societal factors will be considered, as well as data from a questionnaire distributed to 66 teacher education graduate students just prior to taking courses in their degree sequence that focus on working with families. Even at Master's level, candidates expressed significant fears about working closely with families. Strategies are presented for better integration of family-centered learning experiences into the pre-service curriculum so that graduates can begin their work in schools with greater family and community theoretical understanding and practical competence.