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

Yıl 2018, , 965 - 974, 15.05.2018

E.nihal Lindberg

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

Öz

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.

Anahtar Kelimeler

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

Öğretmen Eğitiminde Aile Katılımı: Ne, Neden ve Nasıl?

Öz

Bu çalışmanın amacı öğretim
elemanlarının, öğretmen eğitiminde, aile katılımının önemi ile programlarının
aile katılımı başlıklarını kapsama konusundaki yeterliliklerine ilişkin görüş
ve önerilerini belirlemektir. Çalışma için hem nitel hem de nicel veriler
toplanmıştır. Nicel veriler, Epstein ve Sanders’in çalışmalarına dayanan bir
ölçek yoluyla elde edilmiştir. Nitel veriler ise açık uçlu sorular aracılığıyla
toplanmıştır. Çalışmaya 283 öğretim elemanı katılmıştır. Sonuçlara göre öğretim
elemanları, öğretmen adaylarının aile katılımına ilişkin yeterli bilgiye sahip
olmadıklarına inanmaktadır. Eğitimciler, öğretmen adaylarının öncelikle, aile
katılımında gönüllü olma, etkileşimli ödevler tasarlama, aile katılımını
sağlayacak yıllık bir program planlama ve uygulama gibi bilgi ve becerilere
sahip olmaları gerektiğini belirtmişlerdir. Aile katılımının tüm öğretmen
eğitimi programlarında eksik ancak gerekli ve önemli bir konu alanı olduğunu
vurgulamışlardır. Ayrıca, üniversiteler ile MEB arasındaki iş birliğinin
artması gerektiğine de dikkat çekmişlerdir.

Kaynakça

• Ahioğlu Lindberg, E. N., Oğuz, K. (2016). İlköğretimde aile katılımı: Bir geçerlilik ve güvenirlilik çalışması. Journal of Human Sciences, 13(3), 4135-4151. doi:10.14687/ijhs.v13i3.3711
• Aksit, N. (2007). Educational reform in Turkey. International Journal of Educational Development, 27 (2): 129-137. doi:10.1016/j.ijedudev.2006.07.011.
• Amatea, E., West-Olatunji, C. (2007). Joining the conversation about educating our poorest children: Emerging leadership roles for school counsellors in high-poverty schools. Professional School Counseling, 11(2): 81-89. doi: 10.5330/PSC.n.2010-11.81
• Ashby, N. (2006). Activity-filled family meeting leads to increases in parent involvement, student performance at Maryland school (Viers Mill Elementary School). The Achiever, 5(4), 1.
• Björk, L. G., Lewis, W. D., Browne-Ferrigno, T., Donkor, A. K. (2012). Building social, human, and cultural capital through parent involvement. Journal of School Public Relations, 33(3), 237-256.
• Braun, V. and Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2). pp. 77-101. ISSN 1478-0887 Available from: http://eprints.uwe.ac.uk/11735
• de Bruïne, E.J., Willemse, T. M., D’Haem, J., Griswold, P., Vloeberghs, L., van Eynde, S. (2014). Preparing teacher candidates for family–school partnerships, European Journal of Teacher Education, 37:4, 409-425, DOI: 10.1080/02619768.2014.912628
• Castro, D.C., Bryant, D.M., Peisner-Feinberg, E.S., Skinner, M.L. (2004). Parent involvement in Head Start programs: the role of parent, teacher and classroom characteristics, Early Childhood Research Quarterly, 19, 413–430.
• Chavkin, N. F., Williams, D.L. (1988). Critical issues in the teaching training for parent involvement. Educational Horizons, 66: 87-89. Retrieved from ERIC database. (EJ364525)
• Coleman, B., McNeese, M.N. (2009). From home to school: The relationship among parental involvement, student motivation, and academic achievement. The International Journal of Learning, 16(7): 459-470.
• Daniel, G. (2011). Family-school partnerships: towards sustainable pedagogical practice, Asia-Pacific Journal of Teacher Education,39 (2), 165-176. doi: dx.doi.org/10.1080/1359866X.2011.560651
• Davis, K.M., Lambie, G.W. (2005). Family engagement: Collaborative, systemic approach for middle school counsellors. Professional School Counseling, 9(2): 144-151. Retrieved from: http://schoolcounselor.metapress.com/content/2m64351l60qq766q /fulltext.pdf
• Epstein, J. (2011). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview Press.
• Epstein, J. (2013). Ready or not? Preparing future educators for school, family and community partnerships. Teaching Education, 24 (2), 115-118. DOI:10.1080/10476210.2013.786887.
• Epstein, J.L., Sanders, M.G., Simon,B.S., Salinas,N., Van Voorhis. F.L. (2002). School, Family, and Community Partnerships, 2nd Edition, California: Corwin Press.
• Epstein, J.L., Becker, H.J. (2011). Teachers’ reported practices of parent involvement: Problems and possibilities. In School, Family and Community Partnerships: Preparing educators and improving schools, Joyce L. Epstein (Eds.), pp.115-129. Boulder, CO: Westview Press.
• Epstein, J.L., Jansorn, N. (2004). School, family and community partnerships link the plan, Education Digest, 83 (Jan.-Feb.), 10-15.
• Epstein, J. L., Sanders, M.G. (2006). Prospects for change: Preparing educators for school, family, and community partnerships. Peabody Journal of Education, 81(2): 81-120. doi:10.1207/S15327930pje8102_5.
• Epstein, J.L., Van Voorhis, F.L. (2010). School counselors’ roles in developing partnerships with families and communities for student success. Professional School Counseling, 14 (1): 1-14. Retrieved from: http://schoolcounselor.metapress.com/content /m6070358408g9227/fulltext.pdf.
• Erdogan, C., Demirkasimoglu, N. (2010). Ailelerin egitim surecine katilimina iliskin ogretmen ve yonetici gorusleri [Teachers’ and school ddministrators’ views of parent involvement in education process]. Educational Administration: Theory and Practice 16 (3): 399-431. Retrieved from: http://www.yarbis.yildiz.edu.tr/web/userPubFiles /cerdogan_41862642c93cb2e259d3bb102aa766a1.pdf
• EU (European Commission, Directorate, General for Education and Culture). (2004). Common European Principles for Teacher Competences and Qualifications. Retrieved from: http://ec.europa.eu/education/policies/2010/doc/principles_en.pdf.
• Fan, X., Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review,13 (1): 1-22. DOI: 10.1023/A:1009048817385.
• Flanigan, C. B. (2005). Partnering with parents and communities: Are preservice teachers ad¬equately prepared? Harvard Graduate School of Education Harvard Family Research Project, Retrieved from: http://www.hfrp.org/publications-resources/browse-our-publications/partnering-with-parents-and-communities-are-preservice-teachers-adequately-prepared.
• Flynn, G. V. (2007). Increasing parental involvement in our schools: The need to overcome obstacles, promote critical behaviors, and provide teacher training. Journal of College Teaching & Learning, 4(2), 23–30.
• Garcia, D.C. (2004). Exploring connections between the construct of teacher efficacy and family involvement practices implications for urban teacher preparation. Urban Education, 39 (3): 290-315. doi:10.1177/0042085904263205.
• Graue, E. (2005). Theorizing and describing preservice teachers’ images of families and schooling. Teachers College Record 107: 157-185. doi: http://www.tcrecord.org/content.asp?contentid=11693.
• Graue. E., Brown, C.P. (2003). Preservice teachers’ notions of families and schooling. Teaching and Teacher Education, 19 (7): 719-735. doi:10.1016/j.tate.2003.03.004
• Grossman, G.M., Sands, M.K. (2008). Restructuring reforms in Turkish teacher education: Modernisation and development in a dynamic environment. International Journal of Educational Development, 28 (1): 70-80. doi:10.1016/j.ijedudev.2007.07.005.
• Gonzalez-DeHass, A.R., Willems, P.P., Doan Holbein, M.F. (2005). Examining the relationship between parental involvement and student motivation. Educational Psychology Review, 17 (2): 99–123. doi: 10.1007/s10648-005-3949-7.
• Haynes, N., Comer,J., Hamilton-Lee, M. (1989). School climate enhancement through parental involvement. Journal of School Psychology, 27(1): 87-90. HEC-Higher Education Council, (2006). Teacher Education Reform. Retrieved from: http://www.yok.gov.tr/documents/10279/49665/aciklama_programlar/aa7bd091-9328-4df7-aafa-2b99edb6872f.
• Hill,N.E., Tyson, D.F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45 (3), 740–763. doi: 10.1037/a0015362.
• Hoover-Dempsey, K.V., Walker, J.M.T., Jones, K.P., Reed, R.P. (2002). Teachers Involving Parents (TIP): Results of an in-service teacher education program for enhancing parental involvement. Teaching and Teacher Education, 18 (7): 843–867.
• Hoover-Dempsey, K. V., Walker, J. M. T., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S., Clossen, K.E. (2005). Why do parents become involved? Research findings and implications. The Elementary School Journal, 106(2): 105-130.
• Hornby, G., Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1): 37-52. doi: 10.1080/00131911.2010.488049
• Horvat, E. M., Curci, J.D., Partlow, M.C. (2010). Parents, principals, and power: A historical case study of Managing Parental Involvement. Journal of School Leadership, 20(6): 702-727. Retrieved from ERIC (EJ916122).
• INTASC - Interstate New Teacher Assessment and Support Consortium. (2011). The INTASC model core teaching standards: At a glance (April, 2011). Retrive from:http://www.ccsso.org/Documents/2011/InTASC%202011%20Standards%20At%20A%20Glance.pdf.
• Jeynes, W.H. (2007). The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis. Urban Education, 42(1): 82-110. doi: 10.1177/0042085906293818.
• Joshi, A., Eberly, J., Konzal, J. (2005). Dialogue across cultures: Teachers'perceptions about communication with diverse families.(Understanding family diversity). Multicultural Education, 13(2), 11.
• Lindberg, E.N. (2013). Turkish Parents’ and Teachers’ Opinions Towards Parental Participation in a Rural Area. Middle-East Journal of Scientific Research, 17 (3): 321-328. DOI: 10.5829/idosi.mejsr.2013.17.03.12150
• Lindberg, E.N. (2014). Final Year Faculty of Education Students’ Views Concerning Parent Involvement. Educational Sciences: Theory & Practice, 14 (4), 1339-1375. DOI: 10.12738/estp.2014.4.1920
• Lloyd-Smith, L., Baron, M. (2010). Beyond conferences: Attitudes of high school administrators toward parental involvement in one small Midwestern State. The School Community Journal, 20 (2): 23-44. Retrived from: http://www.adi.org/journal/fw10/Lloyd_SmithBaronFall2010.pdf.
• Miller, G.E., Lines, C., Sullivan, E., Hermanutz, K. (2013). Preparing educators to partner with families, Teaching Education, 24(2), 150-163.doi: 10.1080/10476210.2013.786889
• Morris, V. & Taylor, S. (1998). Alleviating barriers to family involvement in education: The role of teacher education. Teaching and Teacher Education, 14 (2), 219-231.
• NBPTS- National Board for Professional Teaching Standards. (2012). Middle Childhood Generalist Standards. 3th Ed, page 59, Arlington, VA. Retrieved from: http://www.nbpts.org/sites/default/files/documents/certificates/nbpts-certificate-mc-gen-standards.pdf.
• OYEGM -Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü. (2008). Ogretmenlik meslegi genel yeterlikleri (Generalist standards for teaching profession). Retrieved from: http://otmg.meb.gov.tr/belgeler/ogretmen_yeterlikleri_kitabi/%C3%96%C4%9Fretmen_Yeterlikleri_Kitab%C4%B1_genel_yeterlikler_par%C3%A7a_2.pdf.
• Patte, M.M. (2011). Examining preservice teacher knowledge and competencies in establishing family-school partnerships. The School Community Journal, 21 (2), 143-159. Retrived from: http://www.adi.org/journal/2011fw/PatteFall2011.pdf.
• Poulou, M.; Matsagouras, E. (2007). School and family relations: Greek parents’ perceptions of parental involvement. International Journal about Parents in Education, 1: 83-89.
• Richardson, S.A. (2009). Principals’ perceptions of parental involvement in the “Big 8” urban districts of Ohio. Research in the Schools, 16(1), 1-12. Retrieved from ERIC (EJ862778).
• Sabancı, A. (2009). Views of Primary School Administrators, Teachers and Parents on Parent Involvement in Turkey. Eurasian Journal of Educational Research, 36, 245-262.
• Sad, N. (2012). Investigation of parental involvement tasks as predictors of primary students’ Turkish, Math and Science & Technology achievement. Eurasian Journal of Educational Research, 49 (Fall): 173-196.
• Salas, L., Lopez, E. J., Chinn, K., & Menchaca-Lopez, E. (2005). Can special education teachers create parent partnership with Mexican American families? !si se pueda!(reaching out to families: Parental participation). Multicultural Education, 13(2), 52.
• Sheldon, S.B. (2007). Improving student attendance with school, family, and community partnerships. The Journal of Educational Research, 100 (5), 267-275. doi:10.3200/JOER.100.5.267-275.
• Sheldon, S.B., Epstein, J.L. (2002). Improving student behaviour and school discipline with family and community involvement. Education and Urban Society, 35 (1), 4-26. doi:10.1177/001312402237212.
• Shumow, L., Harris, W. (2000). Teachers’ thinking about home-school relations in low-income urban communities. School Community Journal, 10 (1), 9-24. Retrieved from: http://www.adi.org/journal/ss00/ShumowHarrisSpring2000.pdf
• Tichenor, M. S. (1998). Preservice teachers’ attitudes toward parent involvement: Implications for teacher education. The Teacher Educator, 33 (4): 248-259. doi:10.1080/08878739809555178.
• Uludag, A. (2008). Elementary pre-service teachers; Opinions about parental involvement in elementary children’s education. Teaching and Teacher Education, 24 (3): 807-817. doi:10.1016/j.tate.2006.11.009.
• Walker, J.M. T., Shenker, S.S., Hoover-Dempsey, K.V. (2010). Why Do Parents become involved in their children's education? Implications for school counsellors. Professional School Counselling, 14 (1): 27-41. Retrieved from: http://schoolcounselor.metapress. com /content/768th8v77571hm7r/fulltext.pdf.
• Warren,E., Young, J. (2002) Parent and School Partnerships in Supporting Literacy and Numeracy. Asia-Pacific Journal of Teacher Education, 30(3), 217-228. doi: 10.1080/1359866022000048385
• Weiss, H. B., Kreider, H. Lopez, M.E., Chatman, C. (eds). (2005). Preparing educators to involve families: From theory to practice. Thousand Oaks, CA: Sage publications.
• Yigit, N. (2012). The latest reform in initial teacher education (ITE) in Turkey. Energy Education Science and Technology Part B: Social and Educational Studies, 4(1): 523-536.