TEACHERS AND PARENTS ON THE WAY TO COEDUCATION

Abstract

Relations between parents and teachers can lead to conflicts and attitudes of mutual distrust between the protagonists. That is why the practice of co-education involving school and family is relatively difficult to set up. This article aims to cover different aspects of such cooperation. Analysis of the data from this research helped identify the major categories of difficulties that parasitize the school-family partnership. It also helped to highlight the elements of the common reference system from which teachers and parents can get along for an operational definition of the concept of education. In this article, we will briefly define the paradigm of co-education in which teachers and parents were brought to interact. We will show in particular the implications of such a common conceptual framework when education must be defined both in the school and family. We will then determine which rules we think should be associated to the co-education process to improve the likelihood of it happening effectively in the specific context of school-family relationships. Finally, the pragmatic applications that have been removed from the paradigm of coeducation.