{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,1,7]],"date-time":"2026-01-07T13:05:44Z","timestamp":1767791144873,"version":"3.49.0"},"reference-count":77,"publisher":"MDPI AG","issue":"1","license":[{"start":{"date-parts":[[2026,1,7]],"date-time":"2026-01-07T00:00:00Z","timestamp":1767744000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/501100001871","name":"Portuguese national funds through Funda\u00e7\u00e3o para a Ci\u00eancia e Tecnologia","doi-asserted-by":"publisher","award":["https:\/\/doi.org\/10.54499\/2020.06737.BD"],"award-info":[{"award-number":["https:\/\/doi.org\/10.54499\/2020.06737.BD"]}],"id":[{"id":"10.13039\/501100001871","id-type":"DOI","asserted-by":"publisher"}]},{"name":"EDUNOVA.ISPA\u2014Interdisciplinary Research Centre in Education","award":["https:\/\/doi.org\/10.54499\/UID\/04853\/2025"],"award-info":[{"award-number":["https:\/\/doi.org\/10.54499\/UID\/04853\/2025"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Education Sciences"],"abstract":"<jats:p>Initial teacher education plays a decisive role in preparing future educators to establish meaningful and reciprocal relationships with families that support children\u2019s 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\u2019 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\u2019 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\u2019s learning from the outset of teachers\u2019 professional careers.<\/jats:p>","DOI":"10.3390\/educsci16010083","type":"journal-article","created":{"date-parts":[[2026,1,7]],"date-time":"2026-01-07T08:26:56Z","timestamp":1767774416000},"page":"83","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Preparing Pre-Service Teachers for Family Engagement: Perspectives on Training, Challenges and Self-Efficacy"],"prefix":"10.3390","volume":"16","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-2985-1928","authenticated-orcid":false,"given":"S\u00f3nia","family":"Cabral","sequence":"first","affiliation":[{"name":"EDUNOVA.ISPA\u2014Interdisciplinary Research Centre in Education, ISPA\u2014Instituto Universit\u00e1rio de Ci\u00eancias Psicol\u00f3gicas, Sociais e da Vida, 1149-041 Lisbon, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8645-246X","authenticated-orcid":false,"given":"Lourdes","family":"Mata","sequence":"additional","affiliation":[{"name":"EDUNOVA.ISPA\u2014Interdisciplinary Research Centre in Education, ISPA\u2014Instituto Universit\u00e1rio de Ci\u00eancias Psicol\u00f3gicas, Sociais e da Vida, 1149-041 Lisbon, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-7193-2284","authenticated-orcid":false,"given":"Francisco","family":"Peixoto","sequence":"additional","affiliation":[{"name":"EDUNOVA.ISPA\u2014Interdisciplinary Research Centre in Education, ISPA\u2014Instituto Universit\u00e1rio de Ci\u00eancias Psicol\u00f3gicas, Sociais e da Vida, 1149-041 Lisbon, Portugal"}]}],"member":"1968","published-online":{"date-parts":[[2026,1,7]]},"reference":[{"key":"ref_1","first-page":"555","article-title":"Pre-service early childhood teachers\u2019 beliefs concerning parent involvement: The predictive impact of their general self-efficacy beliefs and perceived barriers","volume":"47","author":"Olgan","year":"2018","journal-title":"Education 3-13"},{"key":"ref_2","doi-asserted-by":"crossref","first-page":"321","DOI":"10.1080\/02607476.2018.1465644","article-title":"Preparing pre-service teachers for home\u2013school cooperation: Exploring Finnish teacher education programmes","volume":"44","author":"Alanko","year":"2018","journal-title":"Journal of Education for Teaching"},{"key":"ref_3","doi-asserted-by":"crossref","first-page":"136","DOI":"10.1177\/1066480712466539","article-title":"Preparing future teachers to collaborate with families contributions of family systems counselors to a teacher preparation program","volume":"21","author":"Amatea","year":"2013","journal-title":"The Family Journal"},{"key":"ref_4","first-page":"321","article-title":"Teachers and school leaders\u2019 readiness for parental engagement: Critical policy analysis of Canadian standards","volume":"75","year":"2023","journal-title":"Journal of Teacher Education"},{"key":"ref_5","first-page":"1422","article-title":"Preparing teachers for parent engagement: Role of teacher educators in Canada","volume":"77","year":"2024","journal-title":"Educational Review"},{"key":"ref_6","doi-asserted-by":"crossref","unstructured":"Auerbach, S. 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