A Study to Investigate How Undergraduate Elementary Degree Teacher Preparation Programs in Virginia are Preparing Preservice Teachers to Engage in Family-School Partnerships

The purpose of this study was to investigate how elementary teacher preparation programs (TPPs) in Virginia are preparing undergraduate students to engage with families in developing family-school partnerships. Preservice teachers are completing their TPPs with little to no coursework or field experiences working with families (Epstein and Sheldon, 2023; Patte, 2011; Walker and Dotger, 2012; Zygmunt-Fillwalk, 2011). Previous research suggests beginning teachers are entering the field having had limited opportunities to develop their knowledge, skills, and practices for family engagement. This qualitative study involved one-on-one interviews with nine professors or program coordinators from the undergraduate elementary education teacher preparation program at seven public four-year institutions in Virginia. Interview questions sought the perceptions, coursework, and practices of family engagement that are used to prepare elementary teachers to communicate and establish a welcoming culture for families of their students. Interview data was analyzed through the Data Analysis Spiral process using descriptive coding and theming as primary coding methods. The outcomes of this qualitative study indicated that while professors value family engagement concepts such as school and community partnerships, communicating with families, and culturally responsive work, limited opportunities continue to exist for direct instruction and preservice teacher practice in partnering with families. Implications included suggestions for increased coursework in family engagement with direct instruction and hands-on opportunities for preservice teachers to engage with families, revisions to elementary education program plans of study, and the inclusion of required family engagement coursework for licensure.

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Educational Leadership and Policy Studies

Department dc:contributor.department

Educational Leadership and Policy Studies

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2024

Author dc:creator

• Smith, Mallory Lynn

Chair dc:contributor.committeechair

• Brinkmann, Jodie Lynn

Committee members dc:contributor.committeemember

• Van der Linden, Courtney Adele
• Johnstad, Susan
• Alexander, Michael D.

• Family Engagement
• Elementary School
• Family-School Partnerships
• Communication
• Culture
• Teacher Training
• Relationships

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

en

Dc Identifier Other

vt_gsexam:41461

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/121167