Orientations of prospective teachers toward students' family and community

Mary Q. Foote, Amy Roth McDuffie, Erin E. Turner, Julia M. Aguirre, Tonya Gau Bartell, Corey Drake

Research output: Contribution to journalArticlepeer-review

14 Scopus citations


Teacher educators need an awareness of orientations that prospective teachers (PSTs) hold about children's families and communities, so that they can support PSTs in developing positive perspectives and addressing deficit perspectives. Orientations expressed by 20 PSTs while in preK-8 mathematics methods courses are examined. Results from interviews indicate that PSTs recognize the importance of connecting with parents, understanding home and community practices, and building on these practices to support children's mathematical learning. They also, however, exhibit inconsistent perspectives, at times indicating a lack of understanding as to why some families appear to be less able to support students' academic efforts.

Original languageEnglish (US)
Pages (from-to)126-136
Number of pages11
JournalTeaching and Teacher Education
StatePublished - Oct 2013


  • Beliefs
  • Dispositions
  • Equity
  • Family and community
  • Mathematics education
  • Teacher education

ASJC Scopus subject areas

  • Education


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