Date of Conferral

4-2-2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Mary Trube

Abstract

Strong relationships between educators and students’ families are essential for fostering learning environments to meet the needs of early childhood students. The problem that was addressed through this study is that many early childhood preservice teacher interns (ECPTIs) experience challenges in building relationships with students’ families during the internship phase of teacher preparation in Alberta. Framed by ecological systems and self determination theories, the purpose of this basic qualitative study was to explore ECPTIs’ experiences building relationships with students’ families and to understand the resources needed to strengthen those relationships in Alberta. Semi structured interviews were conducted with 12 ECPTIs enrolled in a teacher preparation program working in an accredited early childhood program with supervision and mentoring. Data were analyzed through thematic analysis using open coding. Three themes emerged from the data: (1) ECPTIs experienced both successes and challenges in communication with families; (2) ECPTIs adopted an advocacy role during their internship; and (3) ECPTIs desired to improve community engagement. Recommendations for further research include gaining input from ECPTIs mentors and students’ families. Its significance lies in strengthening the alignment between teacher education practices and the relational competencies essential in early childhood settings, thereby supporting more responsive, equitable and family centered learning experiences to promote positive developmental outcomes for children, including emotional security, meaningful participation and lifelong learning skills.

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