Concerns of teacher training
working with families
DOI:
https://doi.org/10.25767/se.v32i1.31245Keywords:
family-school relationship, family participation, teacher trainingAbstract
Lack of training and resources to effectively engage families (Ginns & Tulip, 2021), low participation (Croninger & Lee, 2022; Flanagan et al., 2022; Alemán-Falcón et al., 2023), and effective communication with families (Walters, 2021) are some of the concerns in pre-service teachers. The objectives of this study were to identify the concerns of pre-service teachers in dealing with families, comparing them with their active peers, and determining if the knowledge provided during their university academic journey in family matters was sufficient. This qualitative study was conducted using the focus group technique, resulting in a group of six students from Early Childhood Education and Primary Education degrees, and another group of five teachers from the mentioned educational stages. The meetings were conducted via video call using the Teams application, with a maximum duration of 120 minutes. The analysis was supported by the qualitative data analysis software package NVivo version 12. The results showed greater concern among students regarding the absence of subjects focused on working with families (a total of 10 references and a coverage of 2.01%) and the fear of facing conflicts with them (9 references and a coverage of 2.97%). The training that students receive during their academic journey regarding content related to working with families is limited, with the absence of specific content on this topic. Faculties of Education need to reconsider the curriculum offered to future graduates because working with families is an especially relevant part of the future teacher's work.
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