La comunicación entre la familia y la escuela

Guzón, José Luis; Alonso, Fernando González

doi:10.36576/summa.108386

Cited by 4 publications

(3 citation statements)

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“…Therefore, this inter-school coordination and coordination with external services/institutions could be considered the necessary first step to building true learning communities, following the line already established by [51]. Moreover, with them, we would favour the positive effects of family participation in school life as defined by [52][53][54] Finally, we would like to point out the limitations in our research study:…”

Section: Coordination With External Services/institutionsmentioning

confidence: 91%

Good Practices of Educational Inclusion: Criteria and Strategies for Teachers’ Professional Development

Gañete

Trillo-Alonso

2023

Education Sciences

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This paper provides evidence on how a school is able to offer a quality education to all students, while taking into account the diversity of their personal and contextual characteristics. From the analysis of the processes, it can be concluded that the key factor for the achievement of inclusive education lies in the good practices of teachers, and that the study of these practices should be implemented as a professional development project. The data presented here are part of a broader research project, and show the perceptions of teachers and families from four selected schools, focusing on the characteristics of good practices of coordination between the family and the school. These findings can contribute to greater educational attention being paid to students with Specific Needs of Educational Support (SENS). Within the framework of qualitative research, a multiple case study was carried out, using interviews as the main instrument for data collection. After an in-depth analysis of the data, some conclusions are drawn to show the educational community the educational actions that define professional and institutional development, which would be capable of effectively serving diverse students, therefore making the inclusive school a reality.

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Section: Coordination With External Services/institutionsmentioning

confidence: 91%

Good Practices of Educational Inclusion: Criteria and Strategies for Teachers’ Professional Development

Gañete

Trillo-Alonso

2023

Education Sciences

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“…There is no doubt that the lack of recognition by families of the work of teachers has contributed, in part, to the distancing between the two institutions. In this sense, authors such as Guzón-Nestar and González-Alonso ( 2019 ) show that the process of dignifying teachers as a key element in the education of children and, consequently, in the construction of the citizenship of the future, begins with the view of families and ends in the social sphere. Therefore, although progress has been made in this field of action, obstacles and difficulties remain.…”

Section: Introductionmentioning

confidence: 99%

“…However, the study by Macià Bordalba ( 2019 ) declares the persistence of a teaching activity in which circulars and meetings continue to be more important than technology. There are two ways of acting, in which the innovative contrasts with the traditional and in which profile teachers with a greater or lesser degree of communication with families, conditioned by factors such as the presence of contexts of vulnerability in which they do not have access to technological means ( Chávez et al 2021 ), the existence of disruptive behaviour among students as a cause of distancing between the two figures ( Guzón-Nestar and González-Alonso 2019 ), or the large number of bureaucracies that teachers have to deal with to the detriment of tasks inherent to tutorial action ( González Álvarez 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Smart Schools and the Family-School Relationship: Teacher Profiles for the Promotion of Family Involvement

2023

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Smart schools prioritise work in the educational community, identifying the participation of families as an opportunity, rather than a form of intrusiveness. There are currently a multitude of ways of sharing education with families, ranging from communication to training, with teachers being the driving force in promoting the different roles that families can assume. In this respect, the aim of this cross-sectional, evaluative, non-experimental and quantitative study is to establish the family participation facilitation profiles of 542 teachers working in schools in a multicultural municipality in the autonomous community of the Region of Murcia, in south-eastern Spain. They completed a validated questionnaire with 91 items regarding the different dimensions of family participation, carrying out a cluster analysis to determine the teacher facilitation profiles. The results obtained from the application of the questionnaire show two statistically differentiated teaching profiles. The first of these, with a smaller number of teachers, with fewer years of experience and linked to the pre-primary and secondary stages in public schools, shows less participation in all the modalities considered. In contrast, the profile with the greatest commitment to promoting participation is characterised by having a greater number of teachers, predominantly from state-subsidised centres, that are experienced and linked to the primary stage. In relation to the previous literature, it was possible to confirm the presence of a differentiated profile, finding, on the one hand, teachers interested in the involvement of families and, on the other hand, teachers who do not identify the family–school relationship as a priority. This highlights the need to improve the prior and ongoing training of teachers to raise awareness and sensitise them to the inclusion of families in the educational community.

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Vínculos construidos. Relación entre familia y escuela: Una propuesta reflexiva desde la educación y la psicología

Posada Calderón,

Hernández Agudelo

2022

Poiésis

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La participación de docentes y padres de familia en la acción educativa está por encima de una función de decisión; es una tarea que siempre ha estado sujeta a la presencia de niños, niñas y adolescentes, como una puerta de enlace que es crucial para dar sentido a las conexiones o indirectas que habitan el espacio de vinculación. La relación vincular familia-escuela puede construir nuevos significados, de los que emergen lazos más fuertes, a través del sentido de corresponsabilidad de instituciones que se integran bajo la participación continuada en el acto pedagógico, pues el vínculo está atado a la calidad de las acciones participativas diseñadas para el desarrollo psicosocial y del sujeto.

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La comunicación entre la familia y la escuela

Cited by 4 publications

References 0 publications

Good Practices of Educational Inclusion: Criteria and Strategies for Teachers’ Professional Development

Good Practices of Educational Inclusion: Criteria and Strategies for Teachers’ Professional Development

Smart Schools and the Family-School Relationship: Teacher Profiles for the Promotion of Family Involvement

Vínculos construidos. Relación entre familia y escuela: Una propuesta reflexiva desde la educación y la psicología

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