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Building on calls to advance community-based expertise, the authors present teacher preparation work at a small Northwest university. A qualitative analysis of nine reflection papers produces four themes describing candidate growth, families’ shared learner knowledge, classroom impact, and limited reflection on learning through lived experience.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/repositioning-family-community-knowledge-in-teacher-preparation/590690/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/repositioning-family-community-knowledge-in-teacher-preparation/590690.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What challenge does the paper address in teacher preparation?","Question",{"text":112,"@type":113},"It addresses the persistent difficulty of preparing teacher candidates to engage with family-community knowledge in their teacher practice and curriculum.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What method and sample are used to explore what candidates learn?",{"text":117,"@type":113},"The study uses a qualitative analysis of nine teacher candidate family-community engagement reflections.",{"name":119,"@type":110,"acceptedAnswer":120},"What four themes emerge from the reflections?",{"text":121,"@type":113},"Candidates grow in familiarity with family-community; families-communities hold knowledge they can share about learners; candidates use family-community knowledge to impact the classroom; and candidates often do not reflect on what they learned in light of their own life experiences.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590690,1792230695,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Repositioning Family-Community Knowledge in Teacher Preparation  \nThomas Buchanan, Ed.D.  \nKaren Buchanan, Ed.D.  \nGeorge Fox University  \nAbstract  \nPreparing teacher candidates for the important work of engaging with family-community is a persistent challenge. Teacher educators should consider repositioning the role that family-community knowledge holds in teacher practice and in the teacher education curriculum. This shift in philosophical, professional, and curricular importance can be an important step toward improving practice in this area. Inspired by recent calls to advance a regard for community-based knowledge and expertise in the preparation and practice of teachers, the authors share details of teacher preparation efforts at one small, Northwest university and their exploration into the question,“What is learned by teacher candidates when they set out to engage with families and the community?” The qualitative analysis of nine teacher candidate family-community engagement reflections resulted in four themes: 1) Candidates can grow in familiarity with family-community; 2) Families-communities have knowledge they can share about learners; 3) Candidates can use family-community knowledge to impact the classroom; and 4) Candidates tend not to reflect upon what they learned about families and communities in light of their own life experiences.  \nKeywords: family, community, engagement, teacher education, curriculum  \nAILACTE Journal 1  \nBuchanan and Buchanan  \nThere is consensus in the literature that working with families and communities has a significant impact on student achievement and well-being (Beltran, 2012; Christenson & Reschly, 2010; Epstein, 2011; Harris A. & Goodall, J., 2008; Henderson & Mapp, 2002; Hiatt-Michael, 2010; Van Voorhis, et al., 2013; Weiss, Caspe,& Lopez, 2006). Yet, Zeichner, Payne and Brayko (2015) note that neither the traditional college teacher preparation programs northe nontraditional early entry programs pay attention to the role of family and community-based knowledge in teacher preparation in spite of it being evident in teacher education standards. This lack of attention to preparedness results in research consistently reporting that teachers, both in-service and preservice, feel unprepared to do this aspect of their work (Casper, 2011; Epstein & Sanders, 2006; Hiatt-Michael, 2001; Markow & Martin, 2005; Patte, 2011; Sewell, 2012; Zeichner et al., 2016). This reality in teacher preparation is a persistent and puzzling challenge (Buchanan & Buchanan, 2016). It is time for teacher educators to explore the reasons for this challenge and to begin to think differently about this aspect of teacher practice.  \nIn an effort to turn the tide on this persistent challenge, we contend that teacher educators should consider repositioning familycommunity knowledge and practice as a necessary foundation in the teacher education curriculum. This shift in philosophical and curricular importance can help programs take a first step toward addressing the lack of candidate preparedness evidenced in the literature.  \nTheoretical Foundations for Our Work Preparing Teachers for a Democratic Society  \nHistorically, teacher preparation has been rooted in the importance of education to a democratic society. Dewey wrote that“Democracy has to be born anew every generation, and education is its midwife”(2008, p.139). Banks (2005) talks about education for citizenry when he says,  \nAn important aim of school curriculum should be to educate students so that they will have the knowledge,  \n2 AILACTE Volume XIV Fall 2017  \nFamily-Community Knowledge in Teacher Preparation  \nattitudes and skills needed to help construct and to live in a public community in which all groups can and will participate (p. 195).  \nPreparing individuals who will teach students in ways that prepare them to be contributing members of their communities and for the greater good is important work that requires teacher candidates to understand t","cbCaiuLPJHwY4kDL","https://ap.wps.com/l/cbCaiuLPJHwY4kDL","pdf",350199,23,"English","# Abstract\n# Teacher Preparation Challenge and Proposed Repositioning\n# Theoretical Foundations for Democratic Society\n## Democracy and civic education\n## Democratic epistemology in teacher preparation\n# Teacher-Family-Community Engagement as a Social Justice Issue\n## Social justice commitments and reflection triggers","[{\"question\":\"What challenge does the paper address in teacher preparation?\",\"answer\":\"It addresses the persistent difficulty of preparing teacher candidates to engage with family-community knowledge in their teacher practice and curriculum.\"},{\"question\":\"What method and sample are used to explore what candidates learn?\",\"answer\":\"The study uses a qualitative analysis of nine teacher candidate family-community engagement reflections.\"},{\"question\":\"What four themes emerge from the reflections?\",\"answer\":\"Candidates grow in familiarity with family-community; families-communities hold knowledge they can share about learners; candidates use family-community knowledge to impact the classroom; and candidates often do not reflect on what they learned in light of their own life experiences.\"}]","Repositioning Family-Community Knowledge in Teacher Preparation | PDF",1792070214,58]