Best practice is challenging practice: Beginning teachers' attitudes in early childhood special education

This study examined in detail the existing beliefs, practices, and challenges concerning family-school collaboration among 11 early childhood special education teachers (ECSE) early in their teaching careers. Results of this study indicate that multiple perspectives exist among ECSE teachers concerning family and school partnerships, some of which may conflict with the views of a family-centered approach promulgated in various official policies, definitions, and recommended practices. Despite the fact that these teachers shared very similar personal demographics (i.e. age, race, language, gender), and graduated from the same teacher preparation program which espoused family-centered values, data analysis revealed a range of marked differences in teacher attitudes and behaviors toward families on the job. Differences were also noted in teachers' satisfaction with their graduate program to prepare them to work with families of children with disabilities.; The results of this study will help to emphasize a theoretical perspective for understanding how beginning ECSE teachers are or are not successful in their commitment to and implementation of family-centered principles on the job. From this research, several themes emerged which seemed to challenge new teachers' attitudes and ability to work with families once they began teaching. These challenges included: (a) workload issues; (b) language barriers; (c) different belief systems, and; (d) underpreparation. In contrast, teachers in this study reported factors which helped to facilitate positive family-school collaboration as they began teaching. These factors included: (a) building and program support; (b) life experience, and; (c) emotionally supportive relationships with families.; These results have implications for school districts/agencies and teacher preparation programs. Findings reveal that teachers need on-going supportive work environments and they need sufficient time to learn their roles and responsibilities including how to work with families on the job. In addition, teacher preparation programs need to critically and continually examine how best to prepare novice teachers to transfer family-centered knowledge in real school settings and with real families as teachers transition into their workplace.