Modelling the educational parental role from the perspective of teachers in Chillán, Chile

Abstract

This research aims to reveal the action-situation models present in the argumentative discourses of primary school teachers in educational institutions in Chillán regarding the educational parental role they assign to families. The research subjects are primary education teachers working in various affiliated educational institutions in the urban area of Chillán. The study method is socio-phenomenological. The data production technique is the in-depth interview in its semi-structured individual. The analytical procedure used is the action-situation analysis. Since this is an ongoing research, the findings initially indicate that the contents shaping the concept of the educational parental role from the teachers' perspective fall into three dimensions: academic, behavioural, and emotional. Subsequently, some compliance markers of the role are reported, highlighting academic, behavioural, and material aspects. It is concluded that the importance teachers place on families fulfilling the educational parental role is founded on promoting an adequate schooling experience for children and the various agents involved.