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The Impact of Home Visit in Students' Perception of Teaching

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Title: The Impact of Home Visit in Students' Perception of Teaching
Language: English
Authors: Peralta-Nash, Claudia
Source: Teacher Education Quarterly. Fall 2003 30(4):111-125.
Availability: Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 15
Publication Date: 2003
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Higher Education
Descriptors: Preservice Teachers, Practicums, Anglo Americans, Home Visits, Field Experience Programs, Parent Teacher Cooperation, Parent School Relationship, Preservice Teacher Education, Participant Satisfaction, Interaction Process Analysis, Student Journals, Elementary School Teachers, Instructional Effectiveness
ISSN: 0737-5328
Abstract: After the author's first semester teaching at the university, she began to ponder the lack of emphasis placed on the relationships among school, community and home within her students' practicum experience. Through lectures, readings, and audio visuals, the author shared the importance of including parents in the educational decision making process and in honoring their voices, but she was not giving the preservice teachers a chance to dialog with parents themselves. Because the preservice teachers only "read about" but did not "talk with" parents, they only had minimal understanding of the powerful role that parents play in their children's education. While reading theoretical literature is necessary, the lack of field-based experiences exploring the out-of-school lives of children often pushes preservice teachers to question the validity of involving the parents in conversation. This is especially true for Anglo American middle-class preservice teachers (Wolf, Hill, & Ballentine, 2000). In this paper the author shows the impact that preservice teachers' participation in home visits had on their view of home-school-community relationship. Next, she presents the theoretical framework. Then she briefly introduces the participants and describe the revised classes and the year-long assignment which was key in supporting preservice teachers' growth in understanding the importance of knowing the students' families. (Contains 1 note.)
Abstractor: ERIC
Number of References: 17
Entry Date: 2009
Access URL: https://www.teqjournal.org/backvols/2003/30_4/volume_3_number_4.htm
Accession Number: EJ852376
Database: ERIC
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  Data: The Impact of Home Visit in Students' Perception of Teaching
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  Data: <searchLink fieldCode="SO" term="%22Teacher+Education+Quarterly%22"><i>Teacher Education Quarterly</i></searchLink>. Fall 2003 30(4):111-125.
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  Data: Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
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  Data: After the author's first semester teaching at the university, she began to ponder the lack of emphasis placed on the relationships among school, community and home within her students' practicum experience. Through lectures, readings, and audio visuals, the author shared the importance of including parents in the educational decision making process and in honoring their voices, but she was not giving the preservice teachers a chance to dialog with parents themselves. Because the preservice teachers only "read about" but did not "talk with" parents, they only had minimal understanding of the powerful role that parents play in their children's education. While reading theoretical literature is necessary, the lack of field-based experiences exploring the out-of-school lives of children often pushes preservice teachers to question the validity of involving the parents in conversation. This is especially true for Anglo American middle-class preservice teachers (Wolf, Hill, & Ballentine, 2000). In this paper the author shows the impact that preservice teachers' participation in home visits had on their view of home-school-community relationship. Next, she presents the theoretical framework. Then she briefly introduces the participants and describe the revised classes and the year-long assignment which was key in supporting preservice teachers' growth in understanding the importance of knowing the students' families. (Contains 1 note.)
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      – Text: English
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      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Practicums
        Type: general
      – SubjectFull: Anglo Americans
        Type: general
      – SubjectFull: Home Visits
        Type: general
      – SubjectFull: Field Experience Programs
        Type: general
      – SubjectFull: Parent Teacher Cooperation
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      – SubjectFull: Parent School Relationship
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Participant Satisfaction
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      – SubjectFull: Interaction Process Analysis
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      – SubjectFull: Student Journals
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Instructional Effectiveness
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      – TitleFull: The Impact of Home Visit in Students' Perception of Teaching
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