Parental Involvement in Teacher Education: What, Why and How?

Nihal LİNDBERG

Abstract


The study was aimed to define the opinions of teacher educators on the importance of parental involvement in teacher education, sufficiency level of teacher education programs about teaching how to involve parent to education and their suggestions for improving programs. Both qualitative and quantitative data were gathered. A scale based on Epstein and Sanders studies was used to gather quantitative data. Qualitative data was gathered with open-ended questions. Two-hundred eighty-three teacher educators attended to the study. Results showed that teacher educators believed that preservice teachers don’t have enough knowledge on parental involvement. They stated that teachers should have knowledge and skills such as volunteering in parental involvement, designing interactive homework and planning and implementing a full year program for parental involvement activities. They emphasized parental participation is a missing but necessary topic to add to all teacher education programs. Moreover, it is vital to increase cooperation between universities and MNE.


Keywords


teacher education; teacher educators; parental involvement; school-family and community; partnership

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DOI: https://doi.org/10.24106/kefdergi.413394

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