Peculiarities of the Teachers' Position in Interaction with Schoolchildren's Families in Educational Institutions

The article aims to identify the features of the teachers' position concerning the interaction of school with schoolchildren's families. The teachers' position in this context is a system of teachers' attitudes towards schoolchildren's families in the educational space. It includes teachers' views on the role and place of family in children's education; teachers' readiness to interact with school-children's families; teachers' understanding of their role in the interaction with schoolchildren's families in the educational space. For the research, the method of an anonymous poll of teachers of educational institutions of Moscow and Tomsk Oblasts was used. The questionnaire contained 15 questions, two thirds of them were open-ended. The questions aimed to study the teachers' attitude towards families as subjects of education, development, children's training; the teachers' readiness to interact with parents and the purposes of the interaction, its content and forms from the teachers' point of view; teachers' expectations from families' participation in the interaction with the school - the desirable degree and content of parents' activity. Using the method of random sampling, this research captured 138 class teachers working at the level of the basic general education from 45 educational institutions of two regions of Russia. The analysis of the results of the poll allowed making several conclusions. The vast majority of the interviewed teachers stated that family plays the paramount role in children's bringing up and development yet reserved teachers' prior role in education. In general, the teachers' attitude towards family as a social institution influencing children is rather positive than negative. Nevertheless, less than a quarter of the respondents feel the need to interact with family in the educational process, and this is one of risk factors in the implementation of the ideas of the federal state educational standard as a social conventional norm, a public contract between family, society and the state. Further, possible areas of interaction between school and schoolchildren's families from the point of view of teachers are presented in article. They are: correction of children's behavior and progress; correction of parents' behavior concerning the child (control, responsibility, etc.); creating favorable conditions for children's training and development; increase of the teachers' own (pedagogical) competence of interaction with families. If to speak about the teachers' position concerning the interaction of school and schoolchildren's families in general, it should be noted that there are many problems and contradictions in this question that must be resolved. The authors of the article believe that their discussion in this article will help heads of schools to see the problem more clearly and to choose ways of improvement of the relations of family and school when working with the teaching staff.

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