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European Journal of Teacher Education Volume 37, 2014 - Issue 4
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Articles

Preparing teacher candidates for family–school partnerships

Erica J. de BruïneDepartment of Education, Windesheim University of Applied Sciences, Zwolle, The Netherlands
,
T. Martijn WillemseDepartment of Education, Windesheim University of Applied Sciences, Zwolle, The NetherlandsCorrespondence[email protected]
,
Jeanne D’HaemCollege of Education, William Paterson University, Wayne, NJ, USA
,
Peter GriswoldCollege of Education, William Paterson University, Wayne, NJ, USA
,
Lijne VloeberghsDepartment of Education, Leuven University College, Leuven, Belgium
&
Sofie van EyndeDepartment of Education, Leuven University College, Leuven, Belgium
Pages 409-425 | Published online: 06 May 2014

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Jesús Paz-Albo, Jamilah R. Jor’Dan & Aránzazu Hervás-Escobar. (2023) Promoting family engagement: computer-based simulations and teacher preparation. Journal of Education for Teaching 49:4, pages 583-596.
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Hua Huang & Xudong Zhang. (2023) Teachers’ identity work in their social-media-based relationship with parents: A Chinese study. Asia Pacific Journal of Education 0:0, pages 1-15.
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Keith Williams. (2023) Bernstein’s theoretical – empirical dialectic as a methodological basis for uncovering the social relations of pedagogic communication about family–school partnerships in the initial teacher education curriculum. International Journal of Research & Method in Education 46:2, pages 133-143.
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Karen De Coninck, Karolien Keppens, Martin Valcke, Heidelinde Dehaene, Jan De Neve & Ruben Vanderlinde. (2023) Exploring the effectiveness of clinical simulations to develop student teachers’ parent-teacher communication competence. Research Papers in Education 38:1, pages 69-101.
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Laura Nathans, Amber Brown, Mary Harris & Arminta Jacobson. (2022) Preservice teacher learning about parent involvement at four universities. Educational Studies 48:4, pages 529-548.
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Eunice Woo, Fay Hadley & Loraine Fordham. (2022) Beyond curriculum knowledge: preparing Australian pre-service teachers’ ‘response-ability’ to 21st century student diversity and working in partnership with families. PRACTICE 4:2, pages 82-92.
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Ken Zeichner. (2022) Interview with Ken Zeichner: Current challenges and future possibilities for teacher education. Asia-Pacific Journal of Teacher Education 50:2, pages 130-143.
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Laura Hannon & Grainne M O’Donnell. (2022) Teachers, parents, and family-school partnerships: emotions, experiences, and advocacy. Journal of Education for Teaching 48:2, pages 241-255.
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Ellen Vandervieren & Elke Struyf. (2021) Facing social reality together: investigating a pre-service teacher preparation programme on inclusive education. International Journal of Inclusive Education 25:13, pages 1524-1539.
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Rachel A. Gisewhite, Michelle M. Jeanfreau & Chelsey L. Holden. (2021) A call for ecologically-based teacher-parent communication skills training in pre-service teacher education programmes. Educational Review 73:5, pages 597-616.
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Morgan Winship, Heather Standish, Jeffrey Trawick-Smith & Caroline Perry. (2021) Reflections on practice: providing authentic experiences with families in early childhood teacher education. Journal of Early Childhood Teacher Education 42:3, pages 299-317.
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Kartika Yulianti, Eddie Denessen, Mienke Droop & Gert-Jan Veerman. (2021) Transformational Leadership for Parental Involvement: How Teachers Perceive the School Leadership Practices to Promote Parental Involvement in Children’s Education. Leadership and Policy in Schools 20:2, pages 277-292.
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Ivana Viskovic & Adrijana Višnjić-Jevtić. (2020) Transition as a shared responsibility. International Journal of Early Years Education 28:3, pages 262-276.
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Chris Jones. (2020) Don’t forget the parents: preparing trainee teachers for family–school partnership. PRACTICE 2:1, pages 68-85.
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Amanda L. Miller. (2019) (Re)conceptualizing family-school partnerships with and for culturally and linguistically diverse families. Race Ethnicity and Education 22:6, pages 746-766.
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Nur Alaçam & Refika Olgan. (2019) Pre-service early childhood teachers’ beliefs concerning parent involvement: the predictive impact of their general self-efficacy beliefs and perceived barriers. Education 3-13 47:5, pages 555-569.
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Max Antony-Newman. (2019) Parental involvement of immigrant parents: a meta-synthesis. Educational Review 71:3, pages 362-381.
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Mary Knight-McKenna, Heidi L. Hollingsworth & Nicole Ammerman. (2019) Fostering partnerships with families: academic service-learning in the Little Village. Journal of Early Childhood Teacher Education 40:2, pages 57-73.
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Tyler E. Smith & Susan M. Sheridan. (2019) The Effects of Teacher Training on Teachers’ Family-Engagement Practices, Attitudes, and Knowledge: A Meta-analysis. Journal of Educational and Psychological Consultation 29:2, pages 128-157.
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Vilhelmiina Harju & Hannele Niemi. (2018) Teachers’ changing work and support needs from the perspectives of school leaders and newly qualified teachers in the Finnish context. European Journal of Teacher Education 41:5, pages 670-687.
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Joyce L. Epstein. (2018) School, family, and community partnerships in teachers’ professional work. Journal of Education for Teaching 44:3, pages 397-406.
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Erica de Bruïne, T. Martijn Willemse, Janneke Franssens, Sofie van Eynde, Lijne Vloeberghs & Leen Vandermarliere. (2018) Small-scale curriculum changes for improving pre-service teachers’ preparation for Family-School Partnerships. Journal of Education for Teaching 44:3, pages 381-396.
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Joan M. T. Walker & Angela M. Legg. (2018) Parent-teacher conference communication: a guide to integrating family engagement through simulated conversations about student academic progress. Journal of Education for Teaching 44:3, pages 366-380.
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Gloria E. Miller, Jeanine Coleman & Julianne Mitchell. (2018) Towards a model of interprofessional preparation to enhance partnering between educators and families. Journal of Education for Teaching 44:3, pages 353-365.
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Karen De Coninck, Martin Valcke & Ruben Vanderlinde. (2018) A measurement of student teachers’ parent–teacher communication competences: the design of a video-based instrument. Journal of Education for Teaching 44:3, pages 333-352.
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Anu Alanko. (2018) Preparing pre-service teachers for home–school cooperation: exploring Finnish teacher education programmes. Journal of Education for Teaching 44:3, pages 321-332.
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M. Antonia Gomila, Belén Pascual & Marta Quincoces. (2018) Family-school partnership in the Spanish education system. Journal of Education for Teaching 44:3, pages 309-320.
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Jürgen Lehmann. (2018) Parental involvement: an issue for Swiss primary school teacher education. Journal of Education for Teaching 44:3, pages 296-308.
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Trevor Mutton, Katharine Burn & Ian Thompson. (2018) Preparation for family-school partnerships within initial teacher education programmes in England. Journal of Education for Teaching 44:3, pages 278-295.
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Ian Thompson, Martijn Willemse, Trevor Mutton, Katharine Burn & Erica De Bruïne. (2018) Teacher education and family–school partnerships in different contexts: A cross country analysis of national teacher education frameworks across a range of European countries. Journal of Education for Teaching 44:3, pages 258-277.
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T. Martijn Willemse, Ian Thompson, Ruben Vanderlinde & Trevor Mutton. (2018) Family-school partnerships: a challenge for teacher education. Journal of Education for Teaching 44:3, pages 252-257.
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Esra Eret-Orhan, Ahmet Ok & Yesim Capa-Aydin. (2018) We train, but what do they think? Preservice teachers’ perceptions of the adequacy of their teacher education in Turkey. Asia-Pacific Journal of Teacher Education 46:2, pages 183-198.
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T. Martijn Willemse, Erica J. de Bruïne, Peter Griswold, Jeanne D’Haem, Lijne Vloeberghs & Sofie Van Eynde. (2017) Teacher candidates’ opinions and experiences as input for teacher education curriculum development. Journal of Curriculum Studies 49:6, pages 782-801.
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T. Martijn Willemse, Lijne Vloeberghs, Erica J. de Bruïne & Sofie Van Eynde. (2016) Preparing teachers for family–school partnerships: a Dutch and Belgian perspective. Teaching Education 27:2, pages 212-228.
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Rose Sebastian, Anandita Krishnamachari & Andrew McCartney. Understanding student teachers’ strengths and areas of need in a simulated consultation evening. Journal of Education for Teaching 0:0, pages 1-14.
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M. Antony-Newman. Preparing teachers for parent engagement: role of teacher educators in Canada. Educational Review 0:0, pages 1-17.
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Max Antony-Newman. (2023) Teachers and School Leaders’ Readiness for Parental Engagement: Critical Policy Analysis of Canadian Standards. Journal of Teacher Education 75:3, pages 321-333.
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Judy Paulick, Melissa Lucas & Tatiana Yasmeen Hill-Maini. (2024) Teachers Centering Families and Building Rapport During Home Visits. American Educational Research Journal 61:2, pages 366-403.
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Natalie Tye. (2023) Engaging families after Covid: reconnecting in the classroom. PDS Partners: Bridging Research to Practice 18:1, pages 61-69.
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Adrijana Višnjić Jevtić. 2023. (Re)theorising More-than-parental Involvement in Early Childhood Education and Care. (Re)theorising More-than-parental Involvement in Early Childhood Education and Care 97 110 .
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Grace L. Francis, Amy Kilpatrick, Shana J. Haines, Tracy Gershwin, Kathleen B. Kyzar & Ishrath Hossain. (2021) Special education faculty decision-making regarding designing and delivering family-professional partnership content and skills in the U.S.. Teaching and Teacher Education 105, pages 103419.
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Danielle E. Dani & Lisa M. Harrison. (2021) Family science nights: Venues for developing cultural competence. Teaching and Teacher Education 103, pages 103370.
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Lisa M. Boonk, Henk Ritzen, Hieronymus J.M. Gijselaers & Saskia Brand-Gruwel. (2021) Stimulating parental involvement in vocational education and training (VET): A case study based on learning histories of teachers, principals, students, and their parents. Teaching and Teacher Education 100, pages 103279.
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Joan M. T. Walker. 2019. The Wiley Handbook of Family, School, and Community Relationships in Education. The Wiley Handbook of Family, School, and Community Relationships in Education 623 646 .
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