The Family-School Relationship in Teacher Training and Professional Development
DOI:
https://doi.org/10.5294/edu.2022.25.2.5Keywords:
Teacher training, educational innovation, school-community relationship, parent-school relationship, topic reviewAbstract
Objective: To identify the pedagogical strategies deployed over the last decade (2011–2021) in preparing teachers to work with families and communities. Methods and materials: A systematic review of academic articles extracted frof Web of Science (WoS), Scopus, and Scielo collections, whose approaches, subject matters, and results reported on teacher training processes in promoting relationships between schools, families, and communities. Results and discussion: The primary strategies identified are based on small-scale curricular changes mainly linked to problem-based learning and simulations, among other didactic tools that favor immersive education and professional skill development. Conclusions: Small-scale curricular changes are alternatives mediated by the maximum use of resources. They effectively establish and promote relationships between families, schools, and communities. Thus, pre- and in-service teachers are critical agents as educators endowed with sufficient preparation for educational leadership and social justice.
Downloads
References
Alanko, A. (2018). Preparing pre-service teachers for home-school cooperation: Exploring Finnish teacher education programmes. Journal of Education for Teaching, 44(3), 321-332. DOI: https://doi.org/10.1080/02607476.2018.1465644
Bronfenbrenner, U. (1987). Ecología del desarrollo humano: experimentos en entornos naturales y diseñados. Paidós.
Brown, A. L., Harris, M., Jacobson, A. y Trotti, J. (2014). Parent teacher education connection: Preparing preservice teachers for family engagement. The Teacher Educator, 49(2), 133-151. DOI: https://doi.org/10.1080/08878730.2014.887169
Cáceres, P. (2003). Análisis de contenido cualitativo: una alternativa metodológica alcanzable. Psicoperspectivas, 2(1), 53-82. DOI: https://doi.org/10.5027/psicoperspectivas-Vol2-Issue1-fulltext-3
Cárcamo, H. y Jarpa-Arriagada, C. (2021). Debilidad en la relación familia-escuela. Evidencias desde la mirada de futuros docentes. Perspectiva Educacional, 60, 58-80. DOI: https://doi.org/10.4151/07189729-Vol.60-Iss.1-Art.1177
Castrillón-Correa, E. M., Precht Gandarillas, A., Valenzuela, J. y Nikola Cudina, J. (2021). Estudios sobre la relación familia-escuela (2008-2018): Un análisis bibliométrico de la producción académica en español. Pensamiento Educativo. Revista de Investigación Latinoamericana, 58(2). DOI: https://doi.org/10.7764/PEL.58.2.2021.12
Castro, A., García, M. y Maraver, P. (2018). Impacto del practicum en las creencias de los maestros en formación sobre la relación familia-escuela. Revista Brasileira de Educação, 23. DOI: https://doi.org/10.1590/S1413-24782018230028
Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E. y Gaviria, J. L. (2015). Parental involvement on student academic achievement: A meta-analysis. Educational Research Review, 14, 33-46. DOI: https://doi.org/10.1016/j.edurev.2015.01.002
Cross, D. y Barnes, A. (2014). Using systems theory to understand and respond to family influences on children’s bullying behavior: Friendly Schools Friendly Families Program. Theory Into Practice, 53(4), 293-299. DOI: https://doi.org/10.1080/00405841.2014.947223
Daniel, G. (2011). Family-school partnerships: Towards sustainable pedagogical practice. Asia-Pacific Journal of Teacher Education, 39(2), 165-176. DOI: https://doi.org/10.1080/1359866X.2011.560651
De Bruïne, E., Willemse, T. M., D’Haem, J., Griswold, P., Vloeberghs, L. y Eynde, S. van. (2014). Preparing teacher candidates for family-school partnerships. European Journal of Teacher Education, 37(4), 409-425. DOI: https://doi.org/10.1080/02619768.2014.912628
De Bruïne, E., Willemse, T. M., Franssens, J., Van Eynde, S., Vloeberghs, L. y Vandermarliere, L. (2018). Small-scale curriculum changes for improving pre-service teachers’ preparation for Family-School Partnerships. Journal of Education for Teaching, 44(3), 381-396. DOI: https://doi.org/10.1080/02607476.2018.1465667
De Coninck, K., Valcke, M. y Vanderlinde, R. (2018). A measurement of student teachers’ parent-teacher communication competences: the design of a video-based instrument. Journal of Education for Teaching, 44(3), 333-352. DOI: https://doi.org/10.1080/02607476.2018.1465656
Dettmers, S., Yotyodying, S. y Jonkmann, K. (2019). Antecedents and outcomes of parental homework involvement: How do family-school partnerships affect parental homework involvement and student outcomes? Frontiers in Psychology, 10, 1048-1048. DOI: https://doi.org/10.3389/fpsyg.2019.01048
Epstein, J. (2018). School, family, and community partnerships in teachers’ professional work. Journal of Education for Teaching, 44(3), 307-406. DOI: https://doi.org/10.1080/02607476.2018.1465669
Epstein, J. L. (2005). Links in a professional development chain: Preservice and inservice education for effective programs of school, family, and community partnerships. The New Educator, 1(2), 125-141. DOI: https://doi.org/10.1080/15476880590932201
Epstein, J. L. y Sanders, M. G. (2006). Prospects for change: Preparing educators for school, family, and community partnerships. Peabody Journal of Education, 81(2), 81-120. DOI: https://doi.org/10.1207/S15327930pje8102_5
Evans, M. P. (2013). Educating preservice teachers for family, school, and community engagement. Teaching Education, 24(2), 123-133. DOI: https://doi.org/10.1080/10476210.2013.786897
Evans, M. P., Newman, A. y Winton, S. (2015). Not your mother’s PTA: Hybridity in community-based organizations working for educational reform. The Educational Forum, 79(3), 263-279. DOI: https://doi.org/10.1080/00131725.2015.1037510
Ferrada, D. (2020). Dialogic pedagogy linking worlds: Participatory community classrooms. Pedagogy, Culture y Society, 28(1), 131-146. DOI: https://doi.org/10.1080/14681366.2019.1615534
Galindo, C. y Sheldon, S. B. (2012). School and home connections and children’s kindergarten achievement gains: The mediating role of family involvement. Early Childhood Research Quarterly 27(1), 90-103. DOI: https://doi.org/10.1016/j.ecresq.2011.05.004
Garreta, J. (2015). La comunicación familia-escuela en educación infantil y primaria. Revista de la Asociación de Sociología de la Educación, 8(1), 71-86.
Garreta, J. (2016). Las asociaciones de madres y padres en los centros escolares de Cataluña: puntos fuertes y débiles. Revista Electrónica Interuniversitaria Formación del Profesorado, 19(1), 47-59. DOI: https://doi.org/10.6018/reifop.19.1.245641
Gomila, M. A., Pascual, B. y Quincoces, M. (2018). Family-school partnership in the Spanish education system. Journal of Education for Teaching, 44(3), 309-320. DOI: https://doi.org/10.1080/02607476.2018.1465641
Gubbins, V. y Otero, G. (2018). Determinants of parental involvement in primary school: Evidence from Chile. Educational Review, 72(2), 137-156. DOI: https://doi.org/10.1080/00131911.2018.1487386
Gubbins, V. y Otero, G. (2019). Parental involvement and low-SES children’s academic achievement in early elementary school: New evidence from Chile. Educational Studies, 46(5), 548-569. DOI: https://doi.org/10.1080/03055698.2019.1620691
Gubbins, V., Tirado, V. y Marchant, V. (2017). Disposiciones docentes hacia la relación con apoderados en un establecimiento educacional privado en Chile: estudio de caso. Perfiles Educativos, 39(155), 107-122. DOI: https://doi.org/10.22201/iisue.24486167e.2017.155.58109
Higgins, S. y Katsipataki, M. (2015). Evidence from meta-analysis about parental involvement in education which supports their children’s learning. Journal of Children’s Services, 10(3), 280-290. DOI: https://doi.org/10.1108/JCS-02-2015-0009
Hornby, G. y Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37-52. DOI: https://doi.org/10.1080/00131911.2010.488049
Jeynes, W. H. (2017). A meta-analysis: The relationship between parental involvement and latino student outcomes. Education and Urban Society, 49(1), 4-28. DOI: https://doi.org/10.1177/0013124516630596
Lehmann, J. (2018). Parental involvement: An issue for Swiss primary school teacher education. Journal of Education for Teaching, 44(3), 296-308. DOI: https://doi.org/10.1080/02607476.2018.1465626
Manghi, D., Castrillón-Correa, E. M., Cárcamo-Vásquez, H. y Precht, A. (2021). Las familias ante las escuelas en estudios chilenos: algunos supuestos bajo sospecha. Revista Internacional de Educación para la Justicia Social, 10(1), 27-40. DOI: https://doi.org/10.15366/riejs2021.10.1.002
Mayring, P. (2019). Qualitative content analysis: Demarcation, varieties, developments. Forum: Qualitative Social Research, 20(3). DOI: https://doi.org/10.17169/fqs-20.3.3343
Miller, G. E., Coleman, J. y Mitchell, J. (2018). Towards a model of interprofessional preparation to enhance partnering between educators and families. Journal of Education for Teaching, 44(3), 353-365. DOI: https://doi.org/10.1080/02607476.2018.1465660
Miller, G. E., Lines, C., Sullivan, E. y Hermanutz, K. (2013). Preparing educators to partner with families. Teaching Education, 24(2), 150-163. https://doi.org/10.1080/10476210.2013.786889
Molina, S. C. (2013). Family, school, community engagement, and partnerships: an area of continued inquiry and growth. Teaching Education, 24(2), 235-238. DOI: https://doi.org/10.1080/10476210.2013.786894
Mutton, T., Burn, K. y Thompson, I. (2018). Preparation for family-school partnerships within initial teacher education programmes in England. Journal of Education for Teaching, 44(3), 278-295. DOI: https://doi.org/10.1080/02607476.2018.1465624
Nathans, L., Brown, A., Harris, M. y Jacobson, A. (2020). Preservice teacher learning about parent involvement at four universities. Educational Studies, 48(4), 529-548. DOI: https://doi.org/10.1080/03055698.2020.1793297
Newman, L. y Gough, D. (2020). Systematic reviews in educational research: Methodology, perspectives and application. En Zawacki-Richter, O., Kerres, M., Bedenlier, S., Bond, M. y Buntins K. (eds.), Systematic reviews in educational research. Springer.
Razeto, A. (2016). El involucramiento de las familias en la educación de los niños. Cuatro reflexiones para fortalecer la relación entre familias y escuelas. Páginas de Educación, 9(2), 190-216. DOI: https://doi.org/10.22235/pe.v9i2.1298
Razeto, V. (2018). Estrategias para promover la participación de familias en la educación de niños en escuelas chilenas. Educaçao e Pesquisa, 44(1). DOI: https://doi.org/10.1590/S1678-4634201844180495
Ruffinelli, A., De la Hoz, S. y Álvarez, C. (2020). Practicum tutorials in initial teacher training: Conditions, strategies, and effects of reflective practice. Reflective Practice, 21(1), 54-67. DOI: https://doi.org/10.1080/14623943.2019.1708712
Saltmarsh, S., Barr, J. y Chapman, A. (2015). Preparing for parents: How Australian teacher education is addressing the question of parent-school engagement. Asia Pacific Journal of Education, 35(1), 69-84. DOI: https://doi.org/10.1080/02188791.2014.906385
Sharkey, J., Clavijo Olarte, A. y Ramírez, L. M. (2016). Developing a deeper understanding of community-based pedagogies with teachers: Learning with and from teachers in Colombia. Journal of Teacher Education, 67(4), 306-319. DOI: https://doi.org/10.1177/0022487116654005
Sheldon, S. B. y Epstein, J. L. (2005). Involvement counts: Family and community partnerships and mathematics achievement. The Journal of Educational Research, 98(4), 196-207. DOI: https://doi.org/10.3200/JOER.98.4.196-207
Soutullo, O. R., Smith-Bonahue, T. M., Sanders-Smith, S. C. y Navia, L. E. (2016). Discouraging partnerships? Teachers’ perspectives on immigration-related barriers to family-school collaboration. School Psychology Quarterly, 31(2), 226-240. DOI: https://doi.org/10.1037/spq0000148
Thompson, I., Willemse, M., Mutton, T., Burn, K. y Bruïne, E. D. (2018). Teacher education and family-school partnerships in different contexts: A cross country analysis of national teacher education frameworks across a range of European countries. Journal of Education for Teaching, 44(3), 258-277. DOI: https://doi.org/10.1080/02607476.2018.1465621
Walker, J. M. T. y Dotger, B. H. (2012). Because wisdom can’t be told: Using comparison of simulated parent-teacher conferences to assess teacher candidates’ readiness for family-school partnership. Journal of Teacher Education, 63(1), 62-75. DOI: https://doi.org/10.1177/0022487111419300
Walker, J. M. T. y Legg, A. M. (2018). Parent-teacher conference communication: A guide to integrating family engagement through simulated conversations about student academic progress. Journal of Education for Teaching, 44(3), 366-380. DOI: https://doi.org/10.1080/02607476.2018.1465661
Willemse, T. M., Thompson, I., Vanderlinde, R. y Mutton, T. (2018). Family-school partnerships: A challenge for teacher education. Journal of Education for Teaching, 44(3), 252-257. DOI: https://doi.org/10.1080/02607476.2018.1465545
Willemse, T. M., Vloeberghs, L., De Bruïne, E. J. y Eynde, S. V. (2016). Preparing teachers for family-school partnerships: A Dutch and Belgian perspective. Teaching Education, 27(2), 212-228. DOI: https://doi.org/10.1080/10476210.2015.1069264
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Educación y Educadores
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
1. Proposed Policy for Journals That Offer Open Access
Authors who publish with this journal agree to the following terms:
-
This journal and its papers are published with the Creative Commons License CC BY 4.0 DEED Atribución 4.0 Internacional. You are free to share copy and redistribute the material in any medium or format if you: give appropriate credit, provide a link to the license, and indicate if changes were made; don’t use our material for commercial purposes; don’t remix, transform, or build upon the material.