Evaluation of a School, Family, and Community Partnerships Program for Preservice Teachers in Quebec, Canada

Abstract

Research reveals that schools and teachers must take the leadership in planning and implementing parent and community involvement practices. Some authors have shown that preservice course experiences contribute to enhance participants' perceptions of their competence levels in fostering family and community involvement. The current evaluative research is aimed at investigating the impact of a Quebec school, family and community partnerships program on preservice teachers' knowledge and comfort levels in working with families and the community, and on their personal attitudes and beliefs regarding family and community involvement in general and in relation to specific involvement strategies. Findings provide general support for the effectiveness of the course. Recommendations emphasize the need to verify long term effects on preservice teachers' knowledge, attitudes, and beliefs regarding parent and community involvement practices.