SUBJECTIVE THEORIES ABOUT SCHOOL COEXISTENCE: WHAT DO PARENT SAY?

ABSTRACT The aim of this work was to describe and to interpret subjective theories about school coexistence in a group of parents from a Chilean primary school. A theoretical sample was used, group discussions and episodic interviews were conducted to 16 parents from a primary school. Data was analyzed through grounded theory, finding (a) simple subjective theories lead parents to raise their children on an environment-based approach; (b) associated factors with school coexistence environment and emerging proposals to improve them; (c) as well as a schooling parental role that it organizes around three levels of climate schooling teaching. In the discussion section, we analyze implications of these subjective theories into schooling environment and parental role.

摘要 本研究旨在描述并阐释智利某小学家长群体中关于校园共处的主观认知理论。研究采用理论抽样方法，面向该校16名家长开展小组讨论与情境访谈；采用扎根理论（Grounded Theory）对采集的数据进行分析，得出以下研究结论：（1）朴素的主观理论促使家长以环境适配的方式抚育子女；（2）与校园共处环境相关的影响因素，以及优化该环境的若干新兴方案；（3）此外还存在一种围绕三级学校教育教学氛围构建的家长学校参与角色。在讨论部分，本研究分析了上述主观理论对校园环境与家长角色的影响与启示。