Reimagining Teacher Education for Authentic Parent Engagement

Abstract

Despite widespread recognition of the critical role that family–school partnerships play in student learning, preservice teacher programs globally still provide only limited preparation for authentic parent engagement. This article synthesizes thirty years of international research, policy analysis, and accreditation standards to identify persistent gaps in teacher education. A review of legislation and professional frameworks from the United States, Europe, and Ireland, shows that although most jurisdictions now mandate family–school collaboration competencies, implementation remains uneven. A practical framework for reimagining teacher education is presented, centered on relational skills, cultural competence, experiential learning, and reflective practice. Authentic parent partnership must be treated as a core professional competency—on par with subject expertise—and systemic alignment among accreditation bodies, teacher education institutions, and school leadership is essential for translating policy into practice. Recommendations target policymakers and educators committed to preparing all teachers to collaborate effectively with the families they serve.