Collaboration école-famille-communauté: Étude sur la perception des connaissances et le sentiment de compétence des étudiants inscrits en formation initiale en enseignement

Abstract

This article discusses pre-service teachers' perceptions of their knowledge level and their self-efficacy regarding family-school-community collaboration. The study included a sample of 222 students (preschool and elementary: 105; special education: 47; high school : 77) enlisted in the fourth year of the Bachelor degree in Education at l'Université du Québec à Trois-Rivières . Data indicates that a significant number of students reported a lack of knowledge and low self-efficacy regarding parent teacher conferences, workshops for parents, effective strategies for increased parental involvement, impact of family demographic characteristics on parental involvement, and understanding the community's role in promoting and sustaining the school mission. The lack of preparation was more salient with high school pre-service teachers than the other participants. Topics to be included in a structured teacher training program on family-school-community collaboration are suggested.