Introducing Preservice Teachers to Family-Centered Practices: A Scoping Review

Marcus Daczewitz, Hedda Meadan, Terri Cooper Swanson, Michelle Sands

Abstract


Parental involvement in P-12 education could lead to social and academic success for students; however, parents often experience barriers to their involvement. Different or additional barriers exist for parents of children with a disability. School staff can positively influence parents to become involved in their children’s education. Family-centered practices, common in early intervention under special education law (Part C of IDEIA), may foster parent involvement in P-12 schools. In this scoping literature review, we examined 17 studies of teacher preparation programs (TPPs) in higher education in the US who have implemented programs to prepare preservice teachers (PSTs) to collaborate with parents/families. Studies varied by analytic method, participants, purposes, format, and measures. We present a synthesis of the included articles and discuss recommendations for teacher preparation programs.


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DOI: https://doi.org/10.11114/jets.v8i11.5003

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Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

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