The school-family relationship in the development of the pedagogical model of the Educational Institution
Summary
The knowledge integrating project (think) is carried out in order to know and analyze whether the different actors have knowledge of the way that the different pedagogical models are taught in the classroom in the third degree “A” of basic education, toturn through observation and analysis, know how the different actors both within the educational community and outside it, are related to these models. In this way to be able to identify how teachers and parents, through the previous knowledge of pedagogical models contribute to students learning.
On the other hand, having knowledge of the relationship that the educational community and the family have with the application of pedagogical models in the Angel Polyvio Chávez Educational Unit, will serve as future teachers in the construction of our strategies and techniques, so that our studentsacquire meaningful learning throughout their educational life.
Introduction
This research project was carried out based on the curricular model that is established at the National University of Education (UNAE), during preprofessional practices, in order to participate in our training as research teachers. The integrating axis in the third cycle is pedagogical models Relationship and application in specific basic education institutions. In this cycle the practices were carried out in the "Angel Polyvio Chávez Educational Unit", in the third year of parallel basic education "A".
The relationship that the family has with student learning is significant, but from a deep analysis, at what level the student’s intervention in the learning community can affect the performance of the student. To solve all the unknowns presented within this project we rely on observations, on analysis and interviews that will give us information to identify an answer to the question raised as the basis of this investigation.
In the course of our research, it seemed important to address some issues such as: participation of fathers and mothers in the school community, pedagogical model, concretion of the main elements that make up the pedagogical model, synthesis of the main elements that make up thePedagogical model of basic education in force in Ecuador.
Participation of fathers and mothers in the school community
(Gómez, 2012) The two family and school institutions must work in line to favor the full development of the student in their different fields of personality (cognitive, social, affective, motor, moral,), both institutions are interrelated and one without theAnother would be incomplete. If fathers and mothers delegate to school or do not work together, the work of this is extremely complicated since they would have to deal with aspects of primary socialization. Therefore the importance of complementarity between fathers and mothers and school is vital.
As stated by Gómez we can say that when the educational community works together with the family community, the students’ learning results are favorable for their development both cognitive and affective, and that it is of great importance that this be carried out in unityand equality, so that the work has a balance between all members of the communities inside and outside the educational institution.
Pedagogical model
For Gomez, M., & Poland, N. Pedagogical models are synthetic visions of pedagogical theories or approaches that guide specialists and teachers in the elaboration and analysis of study programs, in the systematization of the teaching-learning process, or in compression of some part of astudy program.
In accordance with what is stated by Gómez and Poland we can define that pedagogical methods are guidelines that an institution establishes for a teacher to carry in his classroom and thus can meet his objectives at the end of his school year, which for a teacher for a teacherIt should be that your students acquire meaningful learning that gets traces in your student life.
Problem Statement
The research was carried out in preprofesional practices, based on the observation of the bad relationship between some parents/representatives and the teacher, in the development of the pedagogical model established by the teacher in her daily activity in the classroom of class classroom, and through this to make known how these relationships strengthen or weaken the performance and learning of the student, in the same way we want to expose the situations that favor this type of environments in educational development. We basically want to know how teachers and parents can intertwine their relationships in order to hold meetings for dialogue, for active listening to cooperative work and so that this relationship is consolidated in favor of children.
Methodological foundation
For Diaz, "a case study is a case study from the methodological perspective is a scientific and research paradigm that begins to be a very important route for the realization of designs that can be included within quasi -explore studies". Then according to the definition of Diaz we can say that a case study is a qualitative research method, which focuses on the study of a phenomenon, making an analysis of the participant observation. in order to understand the situation that the researcher faces.
On the other hand, Yin defines the study of the case as a research strategy aimed at solving certain types of questions that put their emphasis on what? How? And because? Underlining the descriptive and explicit purpose. According to what Yin defines in the research carried out in the Angel Polyvio Chávez Educational Unit, a qualitative methodology was used, since this allowed us to study the detailed characteristics of the problem addressed. In addition, with this integrating knowledge project in the case study our research goes from the particular to the general, focusing on the relationship that the family has within the educational community for the significant learning of the child. Our research technique was observation and exploration, with instruments, such as the observation guide for the collection of relevant data, which could be carried out by the field newspapers, and semi -structured interviews were carried out to the third year classroom teacherof basic education.
Gnderman notes that “among the main pioneers for the case study are Marx with the study on capitalism in England, Weber and their research on the case of Protestant ethics and capitalism- specifically on Calvinism- that put the basesFor the development of the case study."Regarding what Ginderman notes, the case study has been a great help to end various cases that, through observation and exploration, have had a solution.
For our case study we focus on what Gundmman (2004) says that the case study can be classified depending on whether it is used as an end or as a means. Based on Ginderman, our case study will be used as a means of research to identify yes, the different actors of the educational unit and the community are related to the development of the institution’s pedagogical model.
For our case study to have reliability and validity we will focus on writers documents, which have published articles that are reliable and validated for our research as Gundermman tells us, (2004) that reliability refers to the ability of a study that a study must haveof case to obtain the same results if this is repeated over time. On the other hand, Yin (1994) refers to the internal validity that is specifically related to the establishment or search for a causal or explanatory relationship.
Description of the practices context
This research project was carried out in the Angel Polivio Chávez Educational Unit located in the province of Azuay in the city of Cuenca, Parish Sucre, on Cesar Dávila Avenue Andrade s/n Juan Bautista Vasquez and Gonzalo Cordero. Its study modality is face -to -face, with double day, morning and evening, where it provides educational services from initial to EGB,
In the two days that the Angel Polyvio Chávez Educational Unit has, it has 513 students and 20 teachers has 18 teachers of which 15 are women and 3 men and 537 students. On the evening day, 18 teachers work: 4 men and 14 women with 420 students. The school is from a plant, with a single court that if it supplies for the number of students that the institution has, a bar, 2 bathrooms and a computation classroom.
The classroom where we do the preprofesional practice is the third year of basic education with a total of 36 students of which 20 girls and 16 boys. The classroom was directed by the unidocent María Barros and the school in general by the LCDA. Lorena Astudillo.
Why our research?
Our research seems important to us, since it is necessary to know how the different actors of the educational and family community are related and involved with the application of the institution’s pedagogical model, to analyze how it influences the significant learning of the student.
JUSTIFICATION
The present research work carried out in the Angel Polivio Chávez Educational Unit aims to analyze how the school-family relationship influences the student’s significant learning, through the collection of data and constant talks with teachers and students.
Student’s learning is important in all aspects, however, the teacher is not the only one that intervenes in it, since there is a great influence on the part of the parents and the relationship they have with the educational unit. Analyzing the influence between them will help us establish important aspects about student learning.
On the other hand, this project will not only benefit students, it will also arouse interest towards the relationship between school-family, since it is an issue that must be approached deeply to obtain satisfactory results.
Conclusions
From the results obtained in this research, we have concluded that the relationship of parents with the learning community is important for the student not only cognitive, but emotional, but emotional. Also so that the pedagogical model established by the school can be socialized and treated in an effective way.
Reflecting on this issue is of the utmost importance for the benefit not only of students, but of the entire community in general, since from this reflection parameters will be established that will provide guidelines to generate a better relationship between parents and teachers.
As learned by carrying out this project we can culminate interpreting that, the good use that the teacher and parents give family to the pedagogical model established by the school will generate significant learning in the course of the student’s educational life.
BIBLIOGRAPHY AND REFERENCES MATERIAL
- Díaz, p. (2011). A guide for the elaboration of case studies. Recovered from http: // www.Reason and Palabra.org, mx/n/n75/varia_75/01_diaz_v75pdf
- Gómez, J. (2012). The family and their participation in the educational community. Digital Magazine Innovation and Educational Experiences, 10,1-2
- Gómez, m., & Polanía, N. (2008). Teaching Styles and Pedagogical Models: A study with professors the Financial Engineering Program of the Pilot University of Colombia. Bogotá, Colombia: Universidad La Salle.
- Gnderman Hans Kroll (2004). The case studies method. In Tarrés María Luisa;Observe, listen and understand about the qualitative tradition in social research. Colegio de México, Mexico.
- Yin, R K (1994). A guide for the elaboration of case studies. Recovered from http: // www.Reason and Palabra.org.MX/N/N75/VARIA _75/01_DIAZ_V75.PDF
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