A look at the ongoing formation of primary school teachers in family guidance

Abstract

The study addressed the issue of the permanent formation of primary teachers for family guidance. The proposal of the method of collaborative professional interaction aimed at configuring in the teacher the professional pedagogical knowledge necessary to do family guidance was considered. The objective of the article was aimed at socializing the results of the application of the method to favor the permanent training of primary teachers in family guidance, from the school context. The study was developed from an explanatory descriptive scope, theoretical and empirical methods were used, such as: historical-logical, analysis-synthesis, induction-deduction, as well as the methods of expert criteria, reflection workshops and case study in their combination from a mixed design of research in the Sequential Transformative Design (DITRAS). The results revealed the development of the teacher for the performance of his or her guiding role in the education of the families of his or her students. As conclusions, the value of the proposed method that favors the permanent training of primary teachers for the development of family guidance from the school context is emphasized.