Abstract

espanolLa colaboracion entre la escuela y la familia es cada vez mas necesaria para promover el exito y la perseverancia educativa. Esto se basa, entre otras cosas, en compartir responsabilidades entre padres y maestros. Aunque el bagaje de conocimiento sobre las relaciones colaborativas entre la escuela y la familia ha incrementado, esta lejos aun de haberse desarrollado en todas las escuelas de Quebec. La asuncion de responsabilidades compartidas a este respecto parece mas retorica que practica. Se debe seguir trabajando mas en esta tematica. Los objetivos de este documento son (1) revisar la literatura sobre la implicacion educativa de las familias y sobre la colaboracion entre los centros y las familias, considerando definiciones conceptuales y factores que influyen en ella, con especial referencia al modelo de Hoover-Dempsey et al. (1997, 2010), y 2) proponer un modelo integrador de factores y procesos relevantes relacionados con dicha implicacion y colaboracion. Dado que los desafios que afrontan los profesores parecen haber aumentado de manera exponencial y que las condiciones de los padres para ejercer su funcion se han vuelto mas complejas, parece oportuno que los padres y los profesores se comuniquen para compartir su vision sobre esta tematica, para entenderse mutuamente y para llegar a una vision colectiva de como es la situacion actual sobre la colaboracion escuela-familia. El marco integrador propuesto tiene como objetivo proporcionar una herramienta a los principales implicados para que puedan reflexionar sobre esta tematica. EnglishCollaboration between the school and the family is increasingly privileged as one of the means to promote educational success and perseverance. This is based among other things on a sharing of responsibilities between parents and teachers. Although knowledge has evolved in relation to collaborative school-family relationships, it has far from developed in all Quebec schools. The division of responsibilities appears more rhetorical than practical. More work must be done. The objectives of this paper are to (1) conduct an overview of parental involvement and school-family collaboration literature under the angles of concept definitions and influential factors; and drawing on Hoover-Dempsey et al.’s models (1997, 2010), and 2) to propose an integrative model of factors and processes linked to parental involvement and school-family collaboration. Given that the challenges facing teachers appear to have increased exponentially and that parents’ conditions for exercising their role have become more complex, it appears to be timely to have parents and teachers sitting together and share their vision in order to develop a common understanding and a collective vision of the current situation regarding school-family collaboration. The proposed integrative framework is intended to provide a tool to the main actors eager to engage in a reflective activity

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