Εκπαιδευτικές Δράσεις για την Ενίσχυση της Συνεργασίας Μεταξύ Εκπαιδευτικών και Γονέων στη Βάση του Θεωρητικού Μοντέλου της Joyce Epstein

Abstract

This paper presents the findings of a research regarding the educational activities implemented by 18 primary education teachers. These activities aimed both at improving informal as well as formal relations when it comes to cooperation with parents. The participants of the survey attended a distance course with a duration of 40 hours, which was organized by the Institute of Educational Research-Study of Teachers’ Federation of Greece (IPEM/DOE) and entitled “Family and School -Management of Problematic Behavior”. The course took place in Kozani during February to April 2015. The recording of the mentioned activities was done on the basis of the following 6 activity types of Joyce Epstein’s theoretical model: a) supporting parenthood, b) two-way communication channel between teachers and parents, c) strengthening volunteering of parents, d) effective home learning, e) parents’ participation in decision making regarding the function of school and f) cooperation of school units (teachers, parents, students) with institutions of the local community. The collection of data was done by a group semi-structured interview between the researcher and teachers and by the individual written essays, which teachers sent to the researcher in the context of the training program. Subsequently teachers’ oral references and written statements were categorized according to the type of Epstein’s theoretical model. Based on the research findings, teachers need to be supported by the competent authorities of scientific and pedagogical guidance in order to: a) to implement activities aiming at supporting parents’ participation in the decision making regarding the function of school and b) to expand the cooperation between school units and institutions of the local community.