Abstract

Correlational studies have consistently shown a significant, positive relationship between parental engagement in school and academic achievement. The literature further evidenced the important role of parent-teacher communication in promoting parental engagement. However, most Canadian universities do not offer undergraduate pre-service teacher education courses focusing on parents.
This qualitative study investigated the impact of continuous, weekly interactions between parents and pre-service teachers, within the context of a parental communication course for pre- service teachers. Focus groups, interviews, and questionnaires were used to track the evolution of parents’ and pre-service teachers’ perspectives on parent-teacher partnerships.
By the end of the course, pre-service teachers had gained a deeper understanding of the importance of parent-teacher partnerships, as evidenced by their ability to engage in self- reflection and problem-solving when discussing and interacting with parents. Moreover, the parents in this course gained knowledge about the educational system and felt empowered to play an active role in their children’s education.
Overall, the findings showed that the parental communication course for pre-service teachers had a positive impact on both pre-service teachers’ and parents’ understanding of parent-teacher partnerships. Educating pre-service teachers about the importance of the parental- teacher partnership can promote increased engagement opportunities for parents in schools. This study provides evidence for the importance of including parental communication courses in all Canadian teacher education programs.