Preparing Pre-Service Teachers for Family Engagement: Perspectives on Training, Challenges and Self-Efficacy

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Abstract
Initial teacher education plays a decisive role in preparing future educators to establish meaningful and reciprocal relationships with families that support children’s learning across contexts. Moving beyond traditional, school-centred notions of family involvement, this study adopts a family engagement (FE) perspective to examine preservice early childhood teachers’ perceptions of their preparation, the difficulties they anticipate, and their self-efficacy in working with families. A total of 181 Portuguese preservice early childhood teachers completed a questionnaire comprising three scales: Training Evaluation, Anticipated Difficulties, and Self-efficacy. The Training Evaluation Scale revealed two dimensions (theoretical and practical), which were used in a Latent Profile Analysis that identified three groups (Positive, Neutral, and Low-rating). Participants within each profile showed consistent evaluations across both dimensions. Significant differences emerged between profiles in perceived difficulties, with self-efficacy lowest in the low-rating group. Overall, the findings highlight that variations in perceived training quality are closely associated with preservice teachers’ confidence and their expectations regarding the challenges of engaging families. These results underscore the importance of more systematic, integrated and practice-oriented approaches within initial teacher education to support a shift towards family engagement practices that recognise families as active partners in children’s learning from the outset of teachers’ professional careers.
Funding Information
  • Fundação para a Ciência e a Tecnologia (https://doi.org/10.54499/2020.06737.BD)
  • EDUNOVA.ISPA—Interdisciplinary Research Centre in Education (https://doi.org/10.54499/UID/04853/2025)

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