Estrategias docentes para favorecer la participación familiar en educación secundaria: cruce de miradas

Abstract

The main purpose of this study is to characterize teaching strategies around family participation from the teacher's perspective with a cross-eye look between assistant principals and parents. The narrative method is used and data are gathered by using a semi-structured interview and an opinion survey. The sample consists of 17 teachers, 2 assistant principals, and 54 parents from two institutions. The results highlight three strategies: 1) collaboration with the school, 2) communication with the school, and 3) support for learning. It is suggested to generate effective alliances between teachers, parents, and principals through interaction spaces that allow sharing ideas, opinions, and experiences with input from families. It is concluded that teacher disposition to favor parental involvement in schools is key to accomplish the strategies used and that teaching actions are meaningful when they are aimed at enhancing parental involvement to improve student academic performance.