Among the 10 skills that require updating and training, the World Economic Forum (2020) placed communication in second place. An effective communication process between the different educational agencies has significant benefits for all the actors involved in the learning/teaching process: on students, parents, and teachers (Garcìa Bacete & Traver, 2010). From this perspective, communication becomes the fertile ground of encounter and the foundation of every community (Pati, 1984, p. 61). Acquiring or enhancing communication skills can be the key to sustaining the school-family educational relationship. As part of this study on the school-family relationship, an in-depth study has been developed on the relationship between school and non-indigenous families. This paper discusses the results of a survey that aimed to understand what type of communication parents of other nationalities than Italians carry out. Reflecting on how parents perceive their communication skills could open reflections and possible training actions to be undertaken.
Tra le 10 competenze che richiedono aggiornamento e formazione, il World Economic Forum (2020) ha inserito al secondo posto la comunicazione. Un processo comunicativo efficace tra le diverse agenzie educative comporta notevoli benefici per tutti gli attori coinvolti nel processo di apprendimento/insegnamento: sugli studenti, sui genitori e sugli insegnanti (Garcìa Bacete & Traver, 2010). In quest’ottica la comunicazione diventa il terreno fertile dell’incontro e il fondamento di ogni comunità (Pati, 1984, p. 61). Acquisire o potenziare le competenze comunicative può essere la chiave di volta per il sostentamento della relazione educativa scuola-famiglia. Nell’ambito del presente studio sulla relazione scuola-famiglia, si è sviluppato un approfondimento sulla relazione scuola-famiglie non autoctone. In questo paper si discutono i risultati di un’indagine che ha inteso comprendere che tipo di comunicazione attuano i genitori di altra nazionalità rispetto a quella italiana. Riflettere su come i genitori percepiscono le loro competenze comunicative potrebbe aprire riflessioni e possibili azioni formative da intraprendere.
Martina Albanese (2022). COMMUNICATION AS A TRANSVERSAL COMPETENCE FOR THE SCHOOL-FAMILY ALLIANCE. AN INVESTIGATION WITH FOREIGN PARENTS. GIORNALE ITALIANO DI EDUCAZIONE ALLA SALUTE, SPORT E DIDATTICA INCLUSIVA, 6(2) [10.32043/gsd.v6i2.647].
COMMUNICATION AS A TRANSVERSAL COMPETENCE FOR THE SCHOOL-FAMILY ALLIANCE. AN INVESTIGATION WITH FOREIGN PARENTS
Martina Albanese
2022-06-01
Abstract
Among the 10 skills that require updating and training, the World Economic Forum (2020) placed communication in second place. An effective communication process between the different educational agencies has significant benefits for all the actors involved in the learning/teaching process: on students, parents, and teachers (Garcìa Bacete & Traver, 2010). From this perspective, communication becomes the fertile ground of encounter and the foundation of every community (Pati, 1984, p. 61). Acquiring or enhancing communication skills can be the key to sustaining the school-family educational relationship. As part of this study on the school-family relationship, an in-depth study has been developed on the relationship between school and non-indigenous families. This paper discusses the results of a survey that aimed to understand what type of communication parents of other nationalities than Italians carry out. Reflecting on how parents perceive their communication skills could open reflections and possible training actions to be undertaken.File | Dimensione | Formato | |
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