Navigating the process of building parent-teacher partnerships: Experiences of early childhood pre-service teachers

Abstract

This study utilized the qualitative phenomenological approach to explore pre -service teachers’ experiences in their engagement with parents of young children as they practiced building partnerships with parents. Pre-service teachers (N=50) were each assigned a preschool child with whom they interacted together with the child’s parents and teacher; completing a semester-long assignment created within a family, schools and community course for students in an early childhood teacher preparation program. Preservice teachers’ responses to a survey and their final written reflections were analyzed using the process of axial and open coding. Results indicated the importance of communication and understanding different dynamics and challenges in parent-teacher partnerships. Therefore, educators should continuously strive to equip pre-service teachers with the skills they will need to succeed as they work with schools, the community and especially in their work with parents.