Family-school partnerships, the educative process, and pre-service teachers: a systematic literature review

Family-school partnerships, the educative process, and pre-service teachers: a systematic literature review

The Australian Professional Standards for Teachers include two standards relating to engaging and involving parents/carers in the educative process. While it is widely reported that parental involvement and engagement can positively impact students’ learning and school experience, less is known about what effective engagement looks like between teachers, schools, and parents/carers and their families specifically relating to students’ learning and how to prepare pre-service teachers for this during initial teacher education. The latest national review of initial teacher education in Australia identified that a key area for improvement is preparing preservice teachers for family/carer engagement; therefore, it is relevant to investigate this further at this time. The aim of this study is to examine the literature on family-school partnerships with a specific focus on how to prepare pre-service teachers to be able to work effectively, sensitively, and confidentially with parents/carers in the educative process. This presentation will share the findings of a systematic literature review of the last ten years of empirical research and identify implications for initial teacher education, teacher professional standards, policy, and future research. The findings relate to the variance of the terminology used, the nature and purpose of interactions between teachers, schools and parents/carers, and families, specifically relating to students’ learning and pedagogical approaches for preparing preservice teachers to meet the relevant graduate professional standards.

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