A study on the effectiveness of cultivating home-school communication skills of teacher candidates under the U-G-S collaborative education mechanism: An empirical analysis based on the targeted training program for rural teachers in Province S

ObjectiveThis study investigates the impact of the University-Government-School (U-G-S) collaborative education mechanism on developing home-school communication skills among teacher candidates, while analyzing key factors influencing skill enhancement.MethodsAn experimental-controlled design was employed, involving 200 teacher candidates from a rural teacher training program at a normal university in Province B. The study included 100 participants in the experimental group (U-G-S mechanism training) and 100 in the control group (traditional training). Communication skills were assessed through questionnaires, interviews, and practice documentation. Multivariate regression models were used to analyze the contributions of institutional collaboration intensity, practice base support, and individual practical experience to communication competence.ResultsThe experimental group demonstrated significantly higher average home-school communication skills than the control group (t = 4.85, p <0.001), indicating effective skill enhancement through the U-G-S mechanism. Multivariate regression analysis revealed that individual practical engagement (β = 0.48, p <0.001) had the greatest impact, followed by institutional collaboration intensity (β = 0.42, p = 0.001) and practice base support (β = 0.36, p = 0.002).ConclusionThe U-G-S mechanism significantly improves teacher candidates' home-school communication skills through integrated approaches combining institutional training, practice base support, and individual practical experience.