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Examining pre-service elementary mathematics teacher perceptions of parent engagement through a funds of knowledge lens |
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| Institution: | 1. Social and Behavioral Sciences, College of Public Health & Health Professions, University of Florida, USA;2. Department of Pediatrics, College of Medicine, University of Florida, USA;1. Michigan State University, 620 Farm Lane, 362 Erickson Hall, East Lansing, MI 48824, United States;2. University of Tennessee, 446 Claxton Education Complex, 1122 Volunteer Boulevard, Knoxville, TN 37996, United States;1. Ahi Evran University, Turkey;2. Syracuse University, USA |
| Abstract: | Missing from the research focusing on preparation of culturally responsive elementary mathematics teachers is an explicit explanation of pre-service teachers’ (PSTs) conceptions of parent engagement. Several authors attest to the importance of teacher preparation programs facilitating change in preconceptions about families and communities in order to build positive relationships. This study uses concept mapping to measure if a one-semester course taught through a funds of knowledge perspective will help pre-service teachers to shift conceptions of parent engagement to reflect a more asset-based orientation towards families. Funds of knowledge is used as both a theoretical and methodological lens for this study. |
| Keywords: | Funds of knowledge Pre-service teachers’ perceptions Family engagement Concept mapping |
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