The Role of Teachers' Beliefs in Family Engagement
The school as an institution continues to be an organization made up of individuals, who can effectively alter reality within the school structure. This work consists of an exploration of the role of teachers' beliefs in family participation. For this, teaching beliefs, academic performance, ex...
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2021 |
| Country: | Perú |
| Institution: | Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú |
| Repository: | Revista Innova Educación |
| Language: | Spanish English |
| OAI Identifier: | oai:ojs2.revistainnovaeducacion.com:article/157 |
| Online Access: | https://revistainnovaeducacion.com/index.php/rie/article/view/157 |
| Access Level: | Open access |
| Keyword: | Creencias docentes Participación padres expectativas logro académico Teacher beliefs participation parents expectations academic achievement Crenças do professor participação pais desempenho acadêmico |
| Summary: | The school as an institution continues to be an organization made up of individuals, who can effectively alter reality within the school structure. This work consists of an exploration of the role of teachers' beliefs in family participation. For this, teaching beliefs, academic performance, expectations, and family participation were defined as fundamental concepts when it came to understanding the explored role. The objective of this work, to evaluate how teachers' beliefs affect parental participation, was approached from a review of the main investigations that have been generated in regard to the field of educational knowledge. As the central axis, beliefs are effectively deepened and among the main conclusions it is highlighted that the promotion of parental participation by teachers depends directly on the imaginary, culture, and beliefs that this group has on the positive impact or rejection of parental participation. |
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