Publication: Las tutorías con las familias en Educación Secundaria Obligatoria: Percepción de padres, madres y profesorado tutor
Authors
Rodríguez Ruiz, Beatriz ; Martínez González, Raquel Amaya ; Ceballos Vacas, Esperanza María
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Publisher
Universidad de Murcia
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DOI
http://dx.doi.org/10.6018/reifop.22.3.389351
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info:eu-repo/semantics/article
Description
Abstract
En este estudio se analiza la percepción de los padres, las madres y el profesorado tutor
sobre quién toma la iniciativa de sus encuentros y los motivos para ello. Han participado
440 padres y 440 madres de las mismas unidades familiares con hijos e hijas en Educación
Secundaria Obligatoria (ESO), y 35 tutores y tutoras de este alumnado. La recogida de
información se realizó en las comunidades autónomas de Asturias y Canarias con la Escala
de Relaciones entre la Familia y el Centro Escolar (Martínez-González, 1994). Los análisis
comparativos realizados a través de la t de Student entre la perspectiva de cada uno de los
progenitores/as y los tutores/as indican que todos los colectivos coinciden en señalar que
contactan con poca frecuencia, y que cuando lo hacen es para comentar, en general, los
progresos académicos de sus hijos e hijas. Los aspectos familiares y personales del
alumnado, y la organización de actividades conjuntas no suelen ser motivo de las reuniones
tutoriales. De ello se pueden extraer orientaciones y sugerencias de actuación.
This study analyzes the perception of fathers, mothers and the tutor teachers about who takes the initiative of their meetings and the reasons for it. 440 fathers and 440 mothers of the same family unit with children in Compulsory Secondary Education (ESO), and 35 tutors of these students participated. The information was gathered in the autonomous communities of Asturias and the Canary Islands through the Scale on School-Family Relationship (Martínez-González, 1994). The comparative analyses between the perspective of each of the parents and the tutors were carried out through the Student's t, indicating that all the groups agree that they contact with little frequency, and when they do it is to comment, in general, on the academic progress of the children. Interest on the family and on other personal aspects of the students, and on organizing activities together with the parents are not usually reasons for tutorial meetings. From these results, guidelines and suggestions for action can be drawn.
This study analyzes the perception of fathers, mothers and the tutor teachers about who takes the initiative of their meetings and the reasons for it. 440 fathers and 440 mothers of the same family unit with children in Compulsory Secondary Education (ESO), and 35 tutors of these students participated. The information was gathered in the autonomous communities of Asturias and the Canary Islands through the Scale on School-Family Relationship (Martínez-González, 1994). The comparative analyses between the perspective of each of the parents and the tutors were carried out through the Student's t, indicating that all the groups agree that they contact with little frequency, and when they do it is to comment, in general, on the academic progress of the children. Interest on the family and on other personal aspects of the students, and on organizing activities together with the parents are not usually reasons for tutorial meetings. From these results, guidelines and suggestions for action can be drawn.
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