Social Representation of Family-School Relationship from Initial Teacher Training

Social Representation of Family-School Relationship from Initial Teacher Training

The paper presents the representations that future elementary school teachers have in a University of Ñuble region for the family and parental roles assigned to them in education. In line with the objective, a comprehensive interpretive study using qualitative methodology is developed. Among the mos...

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Autores principales: Cárcamo Vásquez, Héctor, Garreta Bochaca, Jordi
Formato: Online
Lenguaje:spa
Publicado: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2020
Acceso en línea:https://redie.uabc.mx/redie/article/view/2406
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spelling redie-article-24062024-05-08T20:45:08Z Social Representation of Family-School Relationship from Initial Teacher Training Representaciones sociales de la relación familia-escuela desde la formación inicial del profesorado Cárcamo Vásquez, Héctor Garreta Bochaca, Jordi Family-school relationship initial teacher training social representations. relación familia-escuela formación inicial docente representaciones sociales The paper presents the representations that future elementary school teachers have in a University of Ñuble region for the family and parental roles assigned to them in education. In line with the objective, a comprehensive interpretive study using qualitative methodology is developed. Among the most important findings we found that roles that subjects assign families are located in two clearly defined dimensions; on one hand, support on the educational field through the completion school duties and, secondly, the inculcation of habits that facilitate the establishment of a classroom climate in favor of learning. La investigación expone las representaciones que poseen los futuros profesores de educación básica de una Universidad de la Región de Ñuble (Chile) sobre la familia y los roles parentales que les son asignados en materia educativa. En concordancia con el objetivo, se desarrolla un estudio comprensivo interpretativo utilizando la metodología cualitativa. Dentro de los hallazgos más relevantes se encontró que los roles que los sujetos asignan a las familias se sitúan en dos dimensiones: por una parte, apoyo en el ámbito pedagógico a través de la realización de deberes escolares y, por otra, la inculcación de hábitos que faciliten el establecimiento de un clima en el aula favorable para el aprendizaje. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2020-04-13 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf application/xml https://redie.uabc.mx/redie/article/view/2406 10.24320/redie.2020.22.e11.2406 Revista Electrónica de Investigación Educativa; Vol. 22 (2020); 1 - 14 Revista Electrónica de Investigación Educativa; Vol. 22 (2020); 1 - 14 1607-4041 spa https://redie.uabc.mx/redie/article/view/2406/1990 https://redie.uabc.mx/redie/article/view/2406/1991 https://redie.uabc.mx/redie/article/view/2406/2024 Derechos de autor 2020 Héctor Cárcamo Vásquez, Jordi Garreta Bochaca https://creativecommons.org/licenses/by-nc/4.0
institution REDIE
collection OJS
language spa
format Online
author Cárcamo Vásquez, Héctor
Garreta Bochaca, Jordi
spellingShingle Cárcamo Vásquez, Héctor
Garreta Bochaca, Jordi
Social Representation of Family-School Relationship from Initial Teacher Training
author_facet Cárcamo Vásquez, Héctor
Garreta Bochaca, Jordi
author_sort Cárcamo Vásquez, Héctor
title Social Representation of Family-School Relationship from Initial Teacher Training
title_short Social Representation of Family-School Relationship from Initial Teacher Training
title_full Social Representation of Family-School Relationship from Initial Teacher Training
title_fullStr Social Representation of Family-School Relationship from Initial Teacher Training
title_full_unstemmed Social Representation of Family-School Relationship from Initial Teacher Training
title_sort social representation of family-school relationship from initial teacher training
description The paper presents the representations that future elementary school teachers have in a University of Ñuble region for the family and parental roles assigned to them in education. In line with the objective, a comprehensive interpretive study using qualitative methodology is developed. Among the most important findings we found that roles that subjects assign families are located in two clearly defined dimensions; on one hand, support on the educational field through the completion school duties and, secondly, the inculcation of habits that facilitate the establishment of a classroom climate in favor of learning.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2020
url https://redie.uabc.mx/redie/article/view/2406
_version_ 1798984258731114496

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