Proceedings of the 9th International Conference on Advanced Research in Education, Teaching and Learning
Year: 2024
DOI:
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The Impact of Teacher Training in the Family Involvement: The IMPLICA2(+) Project
Julia María Crespo Comesaña, Agustín Godás Otero, Laura García Docampo
ABSTRACT:
The right to education is fundamental and essential for individuals to be able to enjoy the other rights recognized to them. In this regard, SDG 4 refers to the need to ensure inclusive, equitable, and quality education and to promote learning opportunities. However, findings from our country, Spain, shows that we are far from achieving this goal. One of the most influential factors in this respect is the social context, where the family-school relationship becomes a crucial support tool in student learning. This paper, therefore, presents the design of a research focused on the effects of the family-school relationship and on a training program for teachers to improve family involvement in their children’s education in Galicia (Spain). This research, framed within the project “How to Achieve Family Involvement in Education from School. The Effectiveness of a Training Programme for Primary Education Teachers: IMPLICA2(+) (PID2022-140041OB-I00),” is carried out in two phases. The first one consists of a descriptive exploratory study that will examine teacher training in family involvement and their beliefs regarding their relationship with families, as well as will analyze strategies and predictive variables for family involvement. The second phase adopts a quasi-experimental design with two non-equivalent groups, pretest and posttest, and one independent variable (training project). A participatory action research approach will be used to identify best practices in family involvement and design, implement, and evaluate a teacher training program aimed at enhancing family involvement in their children’s education.
keywords: family engagement; family-school relationship; participatory action research; study design; training program