Influencing Preservice Teachers’ Attitudes About Working With Low-Income and/or Ethnic Minority Families

Amatea, Ellen S.; Cholewa, Blaire; Mixon, Kacy A.

doi:10.1177/0042085912436846

Cited by 80 publications

(35 citation statements)

References 39 publications

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“…Y, como muestran los resultados de este estudio, y en consonancia con lo anteriormente detectado por autoras como Amatea et al (2012), Amatea et al (2013) y Blasi (2002, sí se da un cambio significativo en las creencias del futuro profesorado después de recibir formación específica. Así, mientras que el grupo que no recibió esta formación no sufrió ningún cambio significativo, el grupo del futuro profesorado de Educación Infantil, que si cursó una asignatura específica, disminuyó sus creencias relativas a que los padres deben tener una relación de subordinación con respecto a los profesores, a que los docentes deben dejar clara su autoridad, a que la asistencia de uno de los padres a las entrevistas es suficiente y a que los padres delegan la educación de sus hijos en la escuela; en definitiva, se adhirieron menos a los paradigmas de la separación y la recuperación.…”

Section: Discussionunclassified

“…Esta formación puede ser considerada también una herramienta para alcanzar el resto de las acciones que los autores proponen. De hecho, las experiencias existentes con este tipo de programas enfocados al futuro profesorado han mostrado tener un impacto positivo en sus creencias y en la percepción de su propia capacidad (Amatea, Cholewa y Mixon, 2012;Amatea et al, 2013;Blasi, 2002). El presente estudio, por tanto, tiene los siguientes objetivos:…”

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Creencias sobre la relación familia-escuela. Cambios en el futuro profesorado tras recibir formación específica || Beliefs about family-school relationships. Changes in pre-service teachers after receiving specific training

Vázquez

López-Larrosa

2014

R Est Inv Psico y Educ

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Correspondencia relativa a este artículo: Silvia López Larrosa -silvia.lopez.larrosa@udc.es © UDC/UminhoCreencias sobre la relación familia-escuela. Cambios en el futuro profesorado tras recibir formación específicaBeliefs about family-school relationships. Changes in pre-service teachers after receiving specific trainingCristina Vázquez Huertas, Silvia López-Larrosa Universidade da Coruña Resumen Las creencias sobre la relación familia-escuela de los docentes varían en un continuo según el papel atribuido a padres y docentes, y el poder que tienen unos y otros. Los futuros docentes también tienen creencias sobre esta relación y su competencia para desarrollarla. En este trabajo participaron dos grupos de futuros docentes, alumnos de segundo curso. Un grupo recibió formación específica sobre la relación familia-escuela y su mejora (116 alumnos del grado de Educación Infantil, que constituyen el grupo experimental, GE). El otro grupo no recibió dicha formación (92 alumnos del grado de Educación Primaria, que constituyen el grupo control, GC).Se elaboró el Cuestionario de creencias sobre las relaciones familia-escuela (CCR) y se aplicó antes y después del entrenamiento del GE. Los resultados indican que los alumnos del GE incrementaron sus creencias sobre la colaboración familia-escuela en el post-test y redujeron las creencias sobre la subordinación y dejación de los padres y sobre la autoridad de los docentes. Los alumnos del GC mantuvieron sus creencias, significativamente más basadas en la autoridad de los profesores y la subordinación y dejación de los padres con respecto al GE. La competencia percibida para relacionarse con las familias no cambió significativamente en ambos grupos. No obstante, se hallaron correlaciones significativas entre las creencias y la competencia percibida, que evidencian la importancia de trabajar con los futuros docentes las creencias basadas en la colaboración familiaescuela.Palabras clave: formación de profesores, creencias, relación familia-escuela. AbstractTeachers' beliefs about family-school relationship vary in a continuum according to the role that parents and teachers have, and the power that they hold. Pre-service teachers also have beliefs about this relationship and their own competence to develop it. Two groups of pre-service teachers (second year students) participated in this study. One group received specific training on family-school relationship and its improvement (116 students attending a degree in Early Childhood Education, who constituted the experimental group, EG). The other group was not trained (92 students attending a degree in Primary Education, who made up the control group, CG). The Beliefs about family-school Questionnaire (CCR) was developed and applied before and after the EG was trained. Results show that students in the EG increased their beliefs about family-school collaboration in the post-test and decreased their beliefs about parental subordination to teachers' authority and parents' carelessness. Students in the CG kept their beliefs unchange...

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Creencias sobre la relación familia-escuela. Cambios en el futuro profesorado tras recibir formación específica || Beliefs about family-school relationships. Changes in pre-service teachers after receiving specific training

Vázquez

López-Larrosa

2014

R Est Inv Psico y Educ

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“…There is a growing body of literature that describes the challenging nature of working with families that come from increasingly diverse cultures and ethnicities (Amatea, Cholewa, & Mixon, 2012;Boethel, 2003;Harris & Goodall, 2008;McDermott, 2008;Norris, 2010). The importance of relationship with families pervades this literature (Amatea, 2009;Beltran, 2012;Boethel, 2003;Calabrese Barton et al, 2004;Hiatt-Michael, 2007;Kearney, McIntosh, Perry, Dockett, & Clayton, 2014;Olender, Elias, & Mastroleo, 2010).…”

Section: Importance Of Two-way Relationshipsmentioning

confidence: 99%

Relationships with families: Have educators overlooked a critical piece of the puzzle?

Buchanan

2016

Improving Schools

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While the importance of a professional teacher's collaboration with diverse families is clearly highlighted in the US Department of Education's Every Student Succeeds Act (ESSA) and in US teaching standards, research consistently reports that teachers feel unprepared to do this aspect of their work. The failure of the teaching profession to grow in partnering with families is a persistent and puzzling challenge in education. In this article, we argue that educators often overlook a critical piece of that puzzle. A foundational step in building effective partnerships with families is the development of relationships with parents. A careful review of the literature indicates that these relationships require intentional development. We offer specific strategies around six key concepts, drawn from the literature, for use by in-service and pre-service teachers. These strategies hold promise to improve professional practice through the building of meaningful relationships with families. Reciprocal communicationStrong, two-way communication is vital for healthy relationships and contributes to creating a welcoming sense of community between the school and home (Graham-Clay, 2005). Two-way communication happens when families and teachers engage in mutual dialogue. Regrettably, many teachers never receive training in the skill set that supports effective communication (Graham-Clay, 2005;Lawrence-Lightfoot, 2004). Caspe (2003) advocates for professional skill development in this area.

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“…They found it interesting to note about the relationship between school-based Catholic religious education and the parish-based catechesis, where existing relationship represents a weak source of religious education teacher's satisfaction. For Amatea, Cholewa, and Mixon (2012), they investigated a course at a large research university in the Southeastern United States designed to influence the attitudes of pre-service teachers (PSTs) about how they might work with low-income and/or ethnic minority families and found out that their attitudes were less stereotypic; They were more confident about using family-centric involvement practices and conceptualized student's problems in less blaming terms.…”

Section: Introductionmentioning

confidence: 99%

The college students perspective on what makes an educator well-qualified

Asio

Dios

2019

JPR

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The educators of the 21st century have a great task ahead. In today's world, the educators are expected to have a great deal of professional and personal qualities, and extraordinary skills. This descriptivecorrelational study aimed to determine perceptions of college students on a well-qualified educator. The study included 123 selected college students from different colleges in Central Luzon, Philippines using a convenience sampling technique. As data collection tool, a questionnaire prepared by the researcher team was used. Some of the findings of the study include: (1) the respondents answered agree on the context of professional and personal qualities that a teacher should have; (2) while in terms of the skills exhibited by an educator, it got an answer to Very Satisfactory. We also found significant differences in professional qualities, learning and innovation skills and life and career skills when grouped according to the respondent's profile. There was low-to-moderate evidence of the relationship that existed between the qualities and skills of an educator. The results further confirmed the relationship through regression analysis and found that communication skills affect the qualities of an educator. Based on the results, we discussed and recommended practical suggestions on professional, personal and skills improvements of an educator.

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Influencing Preservice Teachers’ Attitudes About Working With Low-Income and/or Ethnic Minority Families

Cited by 80 publications

References 39 publications

Creencias sobre la relación familia-escuela. Cambios en el futuro profesorado tras recibir formación específica || Beliefs about family-school relationships. Changes in pre-service teachers after receiving specific training

Creencias sobre la relación familia-escuela. Cambios en el futuro profesorado tras recibir formación específica || Beliefs about family-school relationships. Changes in pre-service teachers after receiving specific training

Relationships with families: Have educators overlooked a critical piece of the puzzle?

The college students perspective on what makes an educator well-qualified

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