Un abordaje al perfil del profesional capaz de establecer una colaboración eficaz y positiva entre familia y escuela

Abstract

Many studies have shown the beneficial results for children of positive family-school relationships (in school performance, and social and emotional adaptation) (Epstein and Sanders, 2000; Fan and Chen, 2001; Henderson and Mapp, 2002). Also there are beneficial results for the family and the edu- cational environment. However, present circumstances are showing us that this relationship is not easy to obtain for professionals, amongst other reasons because of the social diversity of family situations, which probably require further training and formation. The teachers are those with whom the parents work and interact, so that their role is fundamental for establishing positive relationships and so as to overcome conflicts which may arise. It is presumed that the teacher possesses these abilities, attitudes and necessary behaviours which can facilitate the positive relationships with the families. However, this is not always so. Studies are lacking as regards the question of how to prepare teachers better and how to advise them so as to become positively involved in cooperating with families (Mir, Batle and Hernandez, 2004). For this reason, and starting from previous theoretical studies, in these pages we introduce three dimen- sions, (the technical-professional dimension of the teacher, the efficiency of the work done with the par- ents and the adequate perception of the work to be carried out with parents) in which the teacher should be competent so as to establish and maintain a positive relationship with families today.