Tutorial action as a scenario for Family-school collaboration

Abstract

We present a study that aims to analyze, from a critical-reflective perspective, the tutor role in family-school relations in early childhood and primary schools through the discourse of 45 initial training teachers at the University of Cantabria who are taking the subject of Tutorial Action. From a methodological framework, the research is is based on the tradition of qualitative research. It is characterized by the plurality of data collection strategies and techniques carried out. Beside the traditional ones traditionally used in qualitative research, such as participant observation and focus groups, we incorporate participatory research methodologies such as: diamond 9, unfinished phrases and the construction of written narratives. Among the results obtained, we highlight: the value of the participation of families in the educational processes and the recognition of the role of the tutor as mediator, which contrasts with his absence in the design and development of the curriculum, as well as the promotion of specific and limited spaces predefined by the teachers; the unidirectional exchange of information; the presence of family participation in the management and organization of the schools through formal spaces. As a conclusion, the need to explore good practices linked to the involvement of families in teaching-learning processes that transcend punctual actions; to develop initiatives that increase family decision-making beyond formal spaces; and, expand the use of new technologies as a channel of communication and participation of families in the school.