从课堂到社区：关于为教育工作者参与家庭和社区活动做好准备的评论

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2024-06-22 DOI:10.1177/00224871241259782

Margaret Caspe, Reyna Hernandez

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引用次数: 0

摘要

让教育工作者做好参与家庭和社区的准备，是改善学生学习和建设公平学校的最有前途的方法之一。在这篇评论中，来自全国家庭、学校和社区参与协会的作者们探讨了教育工作者为家庭和社区参与做好准备的情况，并介绍了为重新设想教育工作者如何为这项重要工作做好准备而创建的框架。这篇评论还重点介绍了九个教育工作者准备项目与家庭、学校和社区合作伙伴合作，重新设计课程、临床经验、项目和系统，使家庭和社区成为教育工作者准备过程的中心的成果和有前途的实践。

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From Classroom to Community: A Commentary on Preparing Educators for Family and Community Engagement

Preparing educators to engage families and communities is one of the most promising ways to improve student learning and build equitable schools. In this commentary, authors from the National Association for Family, School, and Community Engagement explore the landscape of educator preparation for family and community engagement and describe a framework created to reimagine how educators are prepared for this important work. The commentary also highlights outcomes and promising practices from nine collaboratives of educator preparation programs and family, school, and community partners redesigning coursework, clinical experiences, programs, and systems to bring families and communities to the center of the educator preparation process.

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).