The Context-Sensitive Processes of School-Family Partnership
Keywords:
school-family partnership, processoriented work, context, teachersAbstract
Constructive school-family collaboration is an important factor of a child’s development and school achievement. Parents and teachers identify school-family collaboration as significant, but the research findings often show dissatisfaction on one or both sides. The aim of the paper is to explicate the main concepts that contribute to an efficient schoolfamily collaboration within the partnership model. It is presented from the viewpoint of two basic theoretical foundations: contextualism and process-oriented collaboration. We present the overview of theoretical concepts linked to the empirical data which we obtained in the courses and trainings on the process of collaboration with parents and families. The presented concepts are: equal relationship and its preconditions, the role of the child in the co-creation process, reflective dealing with power and the role of dialogue. In the conclusions we suggest that the predominant instrumental approach should be replaced with a more flexible and context-sensitive approach already on the undergraduate level of educational study programmes and (consequently) in practice.
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