Examining Preservice Teachers' Self-Reported Knowledge and Confidence to Communicate With Parents

Nancy Maynes, Tracey Curwen, Glynn Sharpe


This paper reports on one aspect of a larger study to examine the relationship between preservice teachers’ self-reports of their levels of knowledge and confidence concerning many key areas of professional knowledge and skills.  Knowledge and confidence in working with parents were examined using information provided by current and recently graduated concurrent and consecutive bachelor of education students.  Results indicate that although knowledge remains consistent over the course of concurrent education, confidence does increase between Year 1 and 3, but then remains constant.  Recent graduates do not feel overly knowledgeable or confident in their ability to communicate with parents.  However, consecutive students reported significantly more knowledge and confidence compared to concurrent students.  Because communicating with parents is a key expectation of professional teachers, this finding is important.  The results of this research support the need for additional strategic instruction and practice to develop skills related to communicating with parents in teacher preparation programs.

Keywords: teacher education programs; parents; communication


teacher education programs; parents; communication

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