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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| Language: | Spanish / Castilian |
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UNIVERSIDAD ANTONIO NARIÑO
2026
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| Online Access: | https://revistas.uan.edu.co/index.php/papeles/article/view/2466 |
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| author | Hurtado Ramírez, Nini Johanna Hurtado Ramírez, Nini Johanna |
| author_facet | Hurtado Ramírez, Nini Johanna Hurtado Ramírez, Nini Johanna |
| author_sort | Hurtado Ramírez, Nini Johanna |
| collection | OJS |
| description | 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. |
| format | Digital |
| id | revistas.uan.edu.co-article-2466 |
| institution | Revista PAPELES |
| language | Spanish / Castilian |
| publishDate | 2026 |
| publisher | UNIVERSIDAD ANTONIO NARIÑO |
| record_format | ojs |
| spelling | revistas.uan.edu.co-article-24662026-10-13T07:02:46Z Teacher Education in Communication with Families to Foster the Family-School Relationship: A Scoping Review Formación docente en comunicación con familias para favorecer la relación familia-escuela: una revisión de alcance Formação Docente em Comunicação com Famílias para Favorecer a Relação Família-Escola: Uma Scoping Review Hurtado Ramírez, Nini Johanna Hurtado Ramírez, Nini Johanna 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 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. Introducción: la comunicación entre docentes y familias se reconoce como un aspecto fundamental para el fortalecimiento de la relación familia-escuela y el desarrollo integral de los estudiantes. Sin embargo, su abordaje en los procesos de formación docente continúa siendo un desafío en el campo de la investigación educativa y un reto en los procesos de sistematización. En este contexto, el objetivo fue realizar una revisión de alcance (scoping review) en el campo de la formación docente en comunicación con padres de familia para favorecer la relación familia-escuela. Metodología: se efectuó un mapeo de investigaciones publicadas en la última década en tres bases de datos: Scopus, Web of Science y SciELO, de acuerdo con las directrices de la declaración Prisma. Resultados y discusión: los resultados permiten identificar cuatro enfoques principales en la literatura consultada: la formación en comunicación en la etapa inicial de la docencia; el estado actual de la comunicación con las familias en docentes en ejercicio; la institución educativa como generadora de espacios de diálogo; y la promoción de una comunicación basada en procesos participativos y bidireccionales. Entre los principales hallazgos se destaca la ausencia de procesos formativos estructurados en comunicación en la formación inicial y continua, lo que genera dificultades persistentes en la relación entre docentes y familias. Estas dificultades se relacionan con limitaciones institucionales, aspectos asociados al uso y aprovechamiento de los canales de comunicación disponibles, así como con tensiones en las expectativas mutuas entre docentes y padres. Conclusiones: en este sentido, la revisión expone la necesidad de fortalecer la formación docente en competencia comunicativa con las familias, fundamental para favorecer la relación familia-escuela y contribuir al desarrollo de procesos educativos integrales. A comunicação entre professores e famílias é reconhecida como um aspecto fundamental para o fortalecimento da relação família-escola e para o desenvolvimento integral dos estudantes. No entanto, sua incorporação aos processos de formação docente permanece limitada e insuficientemente sistematizada. Nesse contexto, o objetivo deste estudo foi realizar uma revisão de escopo (scoping review) no campo da formação docente em comunicação com pais ou responsáveis, visando favorecer a relação família-escola. Para isso, foi realizado um mapeamento de pesquisas publicadas na última década em três bases de dados: Scopus, Web of Science e SciELO, seguindo as diretrizes da declaração PRISMA. Os resultados permitiram identificar quatro enfoques principais na literatura analisada: a formação em comunicação na etapa inicial da docência; o estado atual da comunicação com as famílias entre professores em exercício; a instituição educativa como promotora de espaços de diálogo; e a promoção de uma comunicação baseada em processos participativos e bidirecionais. Entre os principais achados destaca-se a ausência de processos formativos estruturados em comunicação tanto na formação inicial quanto na formação continuada de professores, o que gera dificuldades persistentes na relação entre docentes e famílias. Essas dificuldades estão relacionadas a limitações institucionais, aos canais de comunicação disponíveis e às tensões existentes nas expectativas mútuas entre professores e pais. Nesse sentido, a revisão evidencia a necessidade de fortalecer a formação docente em competências comunicativas voltadas para o trabalho com as famílias, como elemento fundamental para favorecer a relação família-escola e contribuir para o desenvolvimento de processos educativos integrais. UNIVERSIDAD ANTONIO NARIÑO 2026-10-13 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uan.edu.co/index.php/papeles/article/view/2466 10.54104/papeles.v18n36.2466 Papeles; Vol. 18 No. 36 (2026): Special Issue: Educational Innovation for the Enhancement of Well-being and Socio-emotional Competencies in Teaching-Learning Processes Papeles; Vol. 18 Núm. 36 (2026): Número especial: Innovación educativa para la mejora del bienestar y las competencias socioemocionales en los procesos de enseñanza-aprendizaje Papeles; v. 18 n. 36 (2026): Edição especial Inovação educacional para a melhoria do bem-estar e das competências socioemocionais nos processos de ensino-aprendizagem 2346-0911 0123-0670 10.54104/papeles.v18n36 es https://revistas.uan.edu.co/index.php/papeles/article/view/2466/1896 Derechos de autor 2026 NINI JOHANNA HURTADO RAMIREZ https://creativecommons.org/licenses/by-nd/4.0 |
| spellingShingle | 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 Hurtado Ramírez, Nini Johanna Hurtado Ramírez, Nini Johanna Teacher Education in Communication with Families to Foster the Family-School Relationship: A Scoping Review |
| title | Teacher Education in Communication with Families to Foster the Family-School Relationship: A Scoping Review |
| title_alt | Formación docente en comunicación con familias para favorecer la relación familia-escuela: una revisión de alcance Formação Docente em Comunicação com Famílias para Favorecer a Relação Família-Escola: Uma Scoping Review |
| title_full | Teacher Education in Communication with Families to Foster the Family-School Relationship: A Scoping Review |
| title_fullStr | Teacher Education in Communication with Families to Foster the Family-School Relationship: A Scoping Review |
| title_full_unstemmed | Teacher Education in Communication with Families to Foster the Family-School Relationship: A Scoping Review |
| title_short | Teacher Education in Communication with Families to Foster the Family-School Relationship: A Scoping Review |
| title_sort | teacher education in communication with families to foster the family school relationship a scoping review |
| topic | 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 |
| topic_facet | 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 |
| url | https://revistas.uan.edu.co/index.php/papeles/article/view/2466 |
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