Teacher Education in Communication with Families to Foster the Family-School Relationship: A Scoping Review

Introduction: communication between teachers and families is recognized as a fundamental component for strengthening the family–school relationship and promoting students' holistic development. However, its integration into teacher education continues to represent a challenge in educational res...

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Bibliographic Details
Main Author:	Hurtado Ramírez, Nini Johanna
Format:	Digital
Language:	Spanish / Castilian
Published:	UNIVERSIDAD ANTONIO NARIÑO 2026
Subjects:	Formación de docentes comunicación relación padres-escuela participación de los padres actualización de conocimientos Formação docente Comunicação Relação família-escola Participação familiar Desenvolvimento profissional docente Training teacher communication parent-school relationship parent participatioin refresher courses
Online Access:	https://revistas.uan.edu.co/index.php/papeles/article/view/2466
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Summary:	Introduction: communication between teachers and families is recognized as a fundamental component for strengthening the family–school relationship and promoting students' holistic development. However, its integration into teacher education continues to represent a challenge in educational research and remains insufficiently systematized. In this context, the aim of this study was to conduct a scoping review on teacher education in communication with parents to foster the family–school relationship. Methodology: to this end, a mapping of studies published over the last decade was carried out across three databases —Scopus, Web of Science, and SciELO— following the guidelines of the Prisma statement. Results and discussion: the results allow for the identification of four main approaches within the reviewed literature: communication training during initial teacher education; the current state of communication with families among in-service teachers; the role of the educational institution as a generator of spaces for dialogue; and the promotion of communication based on participatory and bidirectional processes. Among the main findings is the absence of structured training processes in communication during both initial and continuing teacher education, which leads to persistent difficulties in the relationship between teachers and families. These difficulties are associated with institutional constraints, available communication channels, and tensions in mutual expectations between teachers and parents. Conclusions: in this sense, the review highlights the need to strengthen teacher education in communicative competence with families as a fundamental element for fostering the family-school relationship and contributing to the development of comprehensive educational processes.