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Journal Article

Evaluation of a School, Family, and Community Partnerships Program for Preservice Teachers in Quebec, Canada

ROLLANDE DESLANDES, HÉLÈNE FOURNIER and LUCILLE MORIN
The Journal of Educational Thought (JET) / Revue de la Pensée Éducative
Vol. 42, No. 1 (Spring, 2008), pp. 27-51
Stable URL: http://www.jstor.org/stable/23765470
Page Count: 25
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Evaluation of a School, Family, and Community Partnerships Program for Preservice Teachers in Quebec, Canada
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Abstract

Research reveals that schools and teachers must take the leadership in planning and implementing parent and community involvement practices. Some authors have shown that preservice course experiences contribute to enhance participants' perceptions of their competence levels in fostering family and community involvement. The current evaluative research is aimed at investigating the impact of a Quebec school, family and community partnerships program on preservice teachers' knowledge and comfort levels in working with families and the community, and on their personal attitudes and beliefs regarding family and community involvement in general and in relation to specific involvement strategies. Findings provide general support for the effectiveness of the course. Recommendations emphasize the need to verify long term effects on preservice teachers' knowledge, attitudes, and beliefs regarding parent and community involvement practices. La recherche a révélé que les écoles et les enseignants doivent prendre le leadership dans la planification et l'implantation de pratiques favorisant l'engagement des parents et de la communauté. Des auteurs ont montré que les expériences vécues dans le cadre de la formation initiale en enseignement contribuent au développement du sentiment de compétence des futurs enseignants à promouvoir l'engagement des familles et de la communauté. La présente recherche évaluative vise à examiner l'impact d'un programme québécois de partenariat école, famille et communauté sur les niveaux de connaissances et d'aisance des futurs enseignants dans le travail à effectuer avec les familles et la communauté, sur leurs attitudes personnelles et leurs croyances relatives à l'engagement des familles et de la communauté en général et en relation avec des stratégies d'engagement spécifiques. Les résultats soutiennent de manière générale l'efficacité de la formation. Les recommandations mettent l'accent sur la nécessité de vérifier les effets à long terme sur les connaissances, attitudes et croyances les futurs enseignants relativement aux pratiques visant à promouvoir l'engagement des parents et de la communauté.

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