Preservice teachers' attitudes toward parent involvement: Implications for teacher education

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Abstract
This study examines the attitudes of preservice teachers toward parent involvement in elementary schools, including differences in attitudes between preservice teachers beginning a teacher education program and preservice teachers completing student teaching. The study also examines how preservice teachers feel about their preparation in parent involvement strategies and what kinds of experiences regarding parent involvement they believe teacher education programs should provide. Participants completed a survey containing 82 Likert‐type items, 6 open‐ended questions, and 10 demographic questions. Implications for teacher education programs and suggestions for further research are offered. Findings from this study can contribute to the curriculum development process for teacher education programs concerning parent involvement issues.

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