The Role of Teachers' Beliefs in Family Engagement

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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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Detalles Bibliográficos
Autor: Rodríguez-Herrera, Mauricio
Formato: artículo
Fecha de Publicación:2021
Institución:Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú
Repositorio:Revista Innova Educación
Lenguaje:español
inglés
OAI Identifier:oai:ojs2.revistainnovaeducacion.com:article/157
Enlace del recurso:https://revistainnovaeducacion.com/index.php/rie/article/view/157
Nivel de acceso:acceso abierto
Materia:Creencias docentes
Participación padres
expectativas
logro académico
Teacher beliefs
participation
parents
expectations
academic achievement
Crenças do professor
participação
pais
desempenho acadêmico
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dc.title.none.fl_str_mv The Role of Teachers' Beliefs in Family Engagement
El papel de las creencias de los maestros en la participación familiar
O papel das crenças dos professores no envolvimento da família
title The Role of Teachers' Beliefs in Family Engagement
spellingShingle The Role of Teachers' Beliefs in Family Engagement
Rodríguez-Herrera, Mauricio
Creencias docentes
Participación padres
expectativas
logro académico
Teacher beliefs
participation
parents
expectations
academic achievement
Crenças do professor
participação
pais
expectativas
desempenho acadêmico
title_short The Role of Teachers' Beliefs in Family Engagement
title_full The Role of Teachers' Beliefs in Family Engagement
title_fullStr The Role of Teachers' Beliefs in Family Engagement
title_full_unstemmed The Role of Teachers' Beliefs in Family Engagement
title_sort The Role of Teachers' Beliefs in Family Engagement
dc.creator.none.fl_str_mv Rodríguez-Herrera, Mauricio
author Rodríguez-Herrera, Mauricio
author_facet Rodríguez-Herrera, Mauricio
author_role author
dc.subject.none.fl_str_mv Creencias docentes
Participación padres
expectativas
logro académico
Teacher beliefs
participation
parents
expectations
academic achievement
Crenças do professor
participação
pais
expectativas
desempenho acadêmico
topic Creencias docentes
Participación padres
expectativas
logro académico
Teacher beliefs
participation
parents
expectations
academic achievement
Crenças do professor
participação
pais
expectativas
desempenho acadêmico
description 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.
publishDate 2021
dc.date.none.fl_str_mv 2021-02-05
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://revistainnovaeducacion.com/index.php/rie/article/view/157
10.35622/j.rie.2021.01.008
url https://revistainnovaeducacion.com/index.php/rie/article/view/157
identifier_str_mv 10.35622/j.rie.2021.01.008
dc.language.none.fl_str_mv spa
eng
language spa
eng
dc.relation.none.fl_str_mv https://revistainnovaeducacion.com/index.php/rie/article/view/157/218
https://revistainnovaeducacion.com/index.php/rie/article/view/157/219
https://revistainnovaeducacion.com/index.php/rie/article/view/157/302
https://revistainnovaeducacion.com/index.php/rie/article/view/157/303
dc.rights.none.fl_str_mv Derechos de autor 2021 Mauricio Rodríguez-Herrera
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Derechos de autor 2021 Mauricio Rodríguez-Herrera
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv audio/mpeg
audio/mpeg
dc.publisher.none.fl_str_mv Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú
publisher.none.fl_str_mv Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú
dc.source.none.fl_str_mv Revista Innova Educación; Vol. 3 Núm. 1 (2021); 160-174
2664-1496
2664-1488
reponame:Revista Innova Educación
instname:Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú
instacron:INUDI
instname_str Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú
instacron_str INUDI
institution INUDI
reponame_str Revista Innova Educación
collection Revista Innova Educación
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spelling The Role of Teachers' Beliefs in Family EngagementEl papel de las creencias de los maestros en la participación familiarO papel das crenças dos professores no envolvimento da famíliaRodríguez-Herrera, MauricioCreencias docentesParticipación padresexpectativaslogro académicoTeacher beliefsparticipationparentsexpectationsacademic achievementCrenças do professorparticipaçãopaisexpectativasdesempenho acadêmicoThe 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.La escuela como institución no deja de ser una organización conformada por individuos, quienes pueden efectivamente alterar la realidad al interior de la estructura escolarizante. Este trabajo consistió en una exploración del papel de las creencias de los maestros en la participación familiar. Para ello se definieron las creencias docentes, logro académico, expectativas y participación familiar como conceptos fundamentales a la hora de comprender el papel explorado. El objetivo de este trabajo, evaluar cómo inciden las creencias de los docentes en la participación de los padres, se abordó desde una revisión de las principales investigaciones que al respecto se han generado sobre este capo del conocimiento educativo. Como eje central se profundiza efectivamente sobre las creencias y dentro de las principales conclusiones se resalta el que el fomento de la participación de los padres por parte de los maestros depende directamente de los imaginarios, la cultura y creencias que este grupo tiene sobre la incidencia positiva o negativa que tiene la participación de los padres.A escola como instituição continua a ser uma organização formada por indivíduos, que podem efetivamente alterar a realidade dentro da estrutura escolar. Este trabalho consistiu em uma exploração do papel das crenças dos professores na participação familiar. Para eles, o ensino de crenças, desempenho acadêmico, expectativas e participação familiar foram definidos como conceitos fundamentais para a compreensão do papel explorado. O objetivo deste trabalho, avaliar como as crenças dos professores afetam a participação dos pais, foi abordado a partir de uma revisão das principais investigações que têm sido geradas a esse respeito neste campo do conhecimento educacional. Como eixo central, as crenças são efetivamente aprofundadas e entre as principais conclusões, destaca-se que a promoção da participação parental pelos professores depende diretamente do imaginário, da cultura e das crenças que esse grupo tem no impacto positivo ou na recusa em ter envolvimento parental.Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú2021-02-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionaudio/mpegaudio/mpeghttps://revistainnovaeducacion.com/index.php/rie/article/view/15710.35622/j.rie.2021.01.008Revista Innova Educación; Vol. 3 Núm. 1 (2021); 160-1742664-14962664-1488reponame:Revista Innova Educacióninstname:Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perúinstacron:INUDIspaenghttps://revistainnovaeducacion.com/index.php/rie/article/view/157/218https://revistainnovaeducacion.com/index.php/rie/article/view/157/219https://revistainnovaeducacion.com/index.php/rie/article/view/157/302https://revistainnovaeducacion.com/index.php/rie/article/view/157/303Derechos de autor 2021 Mauricio Rodríguez-Herrerahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessoai:ojs2.revistainnovaeducacion.com:article/1572024-10-06T13:56:14Z
score 13.140222
The Role of Teachers' Beliefs in Family Engagement
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