Publication: Formación de familias en Tenerife: modalidades y satisfacción
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2016-12-12
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Universidad Complutense de Madrid
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Abstract
Para los Centros educativos (infantil, primaria y secundaria) en nuestro país, no es desconocida la importancia que tiene la Escuela de Madres y Padres, hoy Escuela de Familias, para formarse y educar con más eficacia a sus hijos. Conocer la relevancia de las Escuelas de Familia desde su origen a nuestros días, su aportación a la educación familiar, las modalidades de formación; presencial, radiofónica y on line, así como la satisfacción de las familias con la formación recibida, son los objetivos que se pretende con nuestro estudio. De esta manera, hemos tratado de observar la implicación de las familias en la Escuela de Padres y si ésta ha contribuido para mejorar la relación familiar y proporcionar una adecuada educación a los hijos. El trabajo se inició en veinte Escuelas de Padres de la isla de Tenerife donde fueron encuestados trescientos padres de familia y veinticuatro coordinadores, teniéndose en cuenta variables sociodemográficas de las familia, organización y tipo de funcionamiento de la Escuela de Padres. En general, se percibe una Escuela de Familia en donde hay formación y participación, se reconoce la necesidad de que tanto el padre como la madre (juntos), asistan a las reuniones. Además los padres/madres demandan una formación presencial, donde compartir sus experiencias, pero con un horario flexible. En síntesis, la percepción tanto de los padres como de los hijos hacia la Escuela de Familia es favorable, puesto que la consideran enriquecedora para sí mismos y para la pareja como familia. También contribuye a que los padres adquieran estrategias para resolver los conflictos entre ellos y para educar a sus hijos a ser responsables, tolerantes y solidarios. Tanto los coordinadores de las Escuelas de familias como las familias que participan en esta actividad afirman que la formación de familias, redunda en bien de la sociedad.
It is well known that Mothers and Fathers Schools, nowadays called Family Schools, are a key factor to train and educate kids more effectively at every stage of the educational process (Pre-School, Primary and Secondary) in our country. Our goals in this study are to explore the significant role played by Family Schools, from their origin to our days; their contribution to family education; different training methods (onsite, through radio and on-line); as well as families’ satisfaction regarding their training. Thus, we have paid special attention to families involvement in their Parents School and its contribution, if any, to improve the family relationship and to provide their children with an adequate education. Surveys were conducted in twenty Parents’ Schools in the island of Tenerife. Three hundred parents and twenty four coordinators participated in the research. Sociodemographic data as well as organization and type of the Parents Schools analysed were taken into account. Generally, Family Schools seem to be places where training and participation occur; it is considered necessary that both the father and the mother go to the meetings (together). In addition, parents require on-site training, as a way to share their experiences, although flexible timetibles are needed. In short, both parents and children see Family Schools favourably. They consider it enriching for themselves, for the couple and for the whole family. They also help parents to develop problem-solving strategies and tools to teach their kids to be responsable, tolerant and concerned with other people’s needs. Family Schools coordinators and families taking part in this activity state that educating families benefits the society at large.
It is well known that Mothers and Fathers Schools, nowadays called Family Schools, are a key factor to train and educate kids more effectively at every stage of the educational process (Pre-School, Primary and Secondary) in our country. Our goals in this study are to explore the significant role played by Family Schools, from their origin to our days; their contribution to family education; different training methods (onsite, through radio and on-line); as well as families’ satisfaction regarding their training. Thus, we have paid special attention to families involvement in their Parents School and its contribution, if any, to improve the family relationship and to provide their children with an adequate education. Surveys were conducted in twenty Parents’ Schools in the island of Tenerife. Three hundred parents and twenty four coordinators participated in the research. Sociodemographic data as well as organization and type of the Parents Schools analysed were taken into account. Generally, Family Schools seem to be places where training and participation occur; it is considered necessary that both the father and the mother go to the meetings (together). In addition, parents require on-site training, as a way to share their experiences, although flexible timetibles are needed. In short, both parents and children see Family Schools favourably. They consider it enriching for themselves, for the couple and for the whole family. They also help parents to develop problem-solving strategies and tools to teach their kids to be responsable, tolerant and concerned with other people’s needs. Family Schools coordinators and families taking part in this activity state that educating families benefits the society at large.
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Teoría e Historia de la Educación, leída el 25-01-2016