Shifting perspectives: preservice teacher preparation in family engagement

Stephanie C. Sanders-Smith, Tina M. Smith-Bonahue, Tanya Espinosa Cordoba, Olivia R. Soutullo

Research output: Contribution to journalArticle

Abstract

This is a case study of four students in an early childhood teacher preparation program at a large, state university that intentionally seeks to emphasize supporting children and families from diverse backgrounds and using culturally responsive pedagogy. The program includes a family engagement course in the first semester that is designed to facilitate students’ recognition of the perspectives of diverse families, as well as practica in schools serving children and families from a range of backgrounds. Our investigation revealed that not all of our participants were willing to completely let go of their preconceived understandings of family diversity and engagement, but those who did were very willing to try multiple ways of building mutually beneficial relationships with families. Our findings suggest that teacher educators must have an understanding of the cultural and family backgrounds of teacher preparation students so as to better support students in decentering and resisting normalizing their own family and school experiences.

Original languageEnglish (US)
Pages (from-to)221-237
Number of pages17
JournalJournal of Early Childhood Teacher Education
Volume40
Issue number3
DOIs
StatePublished - Jan 1 2019

Fingerprint

teacher
student
schoolchild
semester
childhood
educator
university
school
experience

ASJC Scopus subject areas

  • Education
  • Social Sciences (miscellaneous)

Cite this

Shifting perspectives : preservice teacher preparation in family engagement. / Sanders-Smith, Stephanie C.; Smith-Bonahue, Tina M.; Cordoba, Tanya Espinosa; Soutullo, Olivia R.

In: Journal of Early Childhood Teacher Education, Vol. 40, No. 3, 01.01.2019, p. 221-237.

Research output: Contribution to journalArticle

Sanders-Smith, Stephanie C. ; Smith-Bonahue, Tina M. ; Cordoba, Tanya Espinosa ; Soutullo, Olivia R. / Shifting perspectives : preservice teacher preparation in family engagement. In: Journal of Early Childhood Teacher Education. 2019 ; Vol. 40, No. 3. pp. 221-237.
@article{651df3546ef544dc895c368b6da6bc04,
title = "Shifting perspectives: preservice teacher preparation in family engagement",
abstract = "This is a case study of four students in an early childhood teacher preparation program at a large, state university that intentionally seeks to emphasize supporting children and families from diverse backgrounds and using culturally responsive pedagogy. The program includes a family engagement course in the first semester that is designed to facilitate students’ recognition of the perspectives of diverse families, as well as practica in schools serving children and families from a range of backgrounds. Our investigation revealed that not all of our participants were willing to completely let go of their preconceived understandings of family diversity and engagement, but those who did were very willing to try multiple ways of building mutually beneficial relationships with families. Our findings suggest that teacher educators must have an understanding of the cultural and family backgrounds of teacher preparation students so as to better support students in decentering and resisting normalizing their own family and school experiences.",
author = "Sanders-Smith, {Stephanie C.} and Smith-Bonahue, {Tina M.} and Cordoba, {Tanya Espinosa} and Soutullo, {Olivia R.}",
year = "2019",
month = "1",
day = "1",
doi = "10.1080/10901027.2018.1557765",
language = "English (US)",
volume = "40",
pages = "221--237",
journal = "Journal of Early Childhood Teacher Education",
issn = "1090-1027",
publisher = "Routledge",
number = "3",

}

TY - JOUR

T1 - Shifting perspectives

T2 - preservice teacher preparation in family engagement

AU - Sanders-Smith, Stephanie C.

AU - Smith-Bonahue, Tina M.

AU - Cordoba, Tanya Espinosa

AU - Soutullo, Olivia R.

PY - 2019/1/1

Y1 - 2019/1/1

N2 - This is a case study of four students in an early childhood teacher preparation program at a large, state university that intentionally seeks to emphasize supporting children and families from diverse backgrounds and using culturally responsive pedagogy. The program includes a family engagement course in the first semester that is designed to facilitate students’ recognition of the perspectives of diverse families, as well as practica in schools serving children and families from a range of backgrounds. Our investigation revealed that not all of our participants were willing to completely let go of their preconceived understandings of family diversity and engagement, but those who did were very willing to try multiple ways of building mutually beneficial relationships with families. Our findings suggest that teacher educators must have an understanding of the cultural and family backgrounds of teacher preparation students so as to better support students in decentering and resisting normalizing their own family and school experiences.

AB - This is a case study of four students in an early childhood teacher preparation program at a large, state university that intentionally seeks to emphasize supporting children and families from diverse backgrounds and using culturally responsive pedagogy. The program includes a family engagement course in the first semester that is designed to facilitate students’ recognition of the perspectives of diverse families, as well as practica in schools serving children and families from a range of backgrounds. Our investigation revealed that not all of our participants were willing to completely let go of their preconceived understandings of family diversity and engagement, but those who did were very willing to try multiple ways of building mutually beneficial relationships with families. Our findings suggest that teacher educators must have an understanding of the cultural and family backgrounds of teacher preparation students so as to better support students in decentering and resisting normalizing their own family and school experiences.

UR - http://www.scopus.com/inward/record.url?scp=85071368055&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85071368055&partnerID=8YFLogxK

U2 - 10.1080/10901027.2018.1557765

DO - 10.1080/10901027.2018.1557765

M3 - Article

AN - SCOPUS:85071368055

VL - 40

SP - 221

EP - 237

JO - Journal of Early Childhood Teacher Education

JF - Journal of Early Childhood Teacher Education

SN - 1090-1027

IS - 3

ER -