Preservice Teachers’ Self-Efficacy in Working with Families: Can an Immersive Course Make a Difference?

Abstract

This study examines the effect of preservice teachers’ (PSTs) immersive learning experience in working with families. A total of 48 undergraduate university students participated in a traditional or immersive class. The Peabody Family Involvement Initiative Survey (PFIIS) was selected to assess students’ self-efficacy in working with families. The students completed the same assignments as those in the traditional course and additionally were involved in planning two family events, and creating a family space on site to meet real goals. The results indicate that among level of importance, level of feasibility, and perceptions of preparation, the immersive class students showed some significant differences. Although the students’ motivation and excitement initially was low, as time progressed these gradually increased. The PSTs gained much more ownership over their experiences and changed their perspectives of working with families as well as increased confidence in this area. This study suggests that it is beneficial for PSTs to have immersive experience with actual parents while gaining immediate, real feedback about effective strategies.

Citation

Kim, K.J. and Taylor, L.K. (2016), "Preservice Teachers’ Self-Efficacy in Working with Families: Can an Immersive Course Make a Difference?", Family Involvement in Early Education and Child Care (Advances in Early Education and Day Care, Vol. 20), Emerald Group Publishing Limited, Leeds, pp. 1-22. https://doi.org/10.1108/S0270-402120160000020001