Reimagining Teacher Education for Authentic Parent Engagement

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Bibliografiske detaljer
Udgivet i:	Education Sciences vol. 15, no. 9 (2025), p. 1228-1241
Hovedforfatter:	Ryan, Sandra
Udgivet:	MDPI AG
Fag:	Department of Education Ireland Canada Scotland United Kingdom > UK England Switzerland Spain United States > US Ohio Finland Teaching Parent participation Collaboration Learning Accreditation (Institutions) Family Involvement Competence Communicative Competence (Languages) Child Role Family Attitudes Family Role Communication (Thought Transfer) Academic Achievement Cultural Background Instructional Leadership Interpersonal Competence Elective Courses Empathy Empowerment Beliefs Parent School Relationship Parent Role Interstate Programs Outcomes of Education Academic Standards Learner Engagement Preservice Teacher Education National Standards
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Beskrivelse
Resumen:	Despite widespread recognition of the critical role that family–school partnerships play in student learning, preservice teacher programs globally still provide only limited preparation for authentic parent engagement. This article synthesizes thirty years of international research, policy analysis, and accreditation standards to identify persistent gaps in teacher education. A review of legislation and professional frameworks from the United States, Europe, and Ireland, shows that although most jurisdictions now mandate family–school collaboration competencies, implementation remains uneven. A practical framework for reimagining teacher education is presented, centered on relational skills, cultural competence, experiential learning, and reflective practice. Authentic parent partnership must be treated as a core professional competency—on par with subject expertise—and systemic alignment among accreditation bodies, teacher education institutions, and school leadership is essential for translating policy into practice. Recommendations target policymakers and educators committed to preparing all teachers to collaborate effectively with the families they serve.
ISSN:	2227-7102 2076-3344
DOI:	10.3390/educsci15091228
Fuente:	Education Database