<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-1294</journal-id>
<journal-title><![CDATA[Educación y Educadores]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Educ.]]></abbrev-journal-title>
<issn>0123-1294</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Sabana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-12942022000202525</article-id>
<article-id pub-id-type="doi">10.5294/edu.2022.25.2.5</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La relación familia-escuela en la formación y desarrollo profesional docente]]></article-title>
<article-title xml:lang="en"><![CDATA[The Family-School Relationship in Teacher Training and Professional Development]]></article-title>
<article-title xml:lang="pt"><![CDATA[A relação família-escola na formação e no desenvolvimento profissional docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muñoz-Tique]]></surname>
<given-names><![CDATA[Javier Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cárcamo-Vázquez]]></surname>
<given-names><![CDATA[Héctor Gonzalo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Bio Bio  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del Bio Bio  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<volume>25</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-12942022000202525&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-12942022000202525&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-12942022000202525&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Objetivo: identificar las estrategias pedagógicas utilizadas en la última década (2011-2021), en la preparación de docentes para el trabajo con familias y comunidades. Método: revisión sistemática de artículos académicos de referencia, extraídos del conjunto de colecciones de Web of Science (WoS), Scopus y SCielo, cuyos abordajes, objetos y resultados informaron sobre procesos de preparación de docentes en la promoción de las relaciones entre escuelas, familias y comunidades. Resultados y discusión: las principales estrategias identificadas se basan en la generación de cambios curriculares a pequeña escala, que se encuentran vinculados al uso del aprendizaje basado en problemas y las simulaciones. Conclusiones: los cambios curriculares a pequeña escala resultan alternativas mediadas por el máximo aprovechamiento de recursos e intervienen efectivamente en la generación y promoción de las relaciones entre familias, escuelas y comunidades. Al respecto, el docente en formación y en ejercicio resultan agentes clave como educadores dotados de una suficiente preparación para el liderazgo educativo y la justicia social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Objective: To identify the pedagogical strategies deployed over the last decade (2011-2021) in preparing teachers to work with families and communities. Methods and materials: A systematic review of academic articles extracted frof Web of Science (WoS), Scopus, and Scielo collections, whose approaches, subject matters, and results reported on teacher training processes in promoting relationships between schools, families, and communities. Results and discussion: The primary strategies identified are based on small-scale curricular changes mainly linked to problem-based learning and simulations, among other didactic tools that favor immersive education and professional skill development. Conclusions: Small-scale curricular changes are alternatives mediated by the maximum use of resources. They effectively establish and promote relationships between families, schools, and communities. Thus, pre- and in-service teachers are critical agents as educators endowed with sufficient preparation for educational leadership and social justice.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Objetivo: identificar as estratégias pedagógicas utilizadas na última década (2011-2021), na preparação de docentes para o trabalho com famílias e comunidades. Método: revisão sistemática de artigos acadêmicos de referência, extraídos do conjunto de coletas de Web of Science (WoS), Scopus e SciELO, cujos abordagens, objetos e resultados informaram sobre processos de preparação de docentes na promoção das relações entre escolas,famílias e comunidades. Resultados e discussão: as principais estratégias identificadas estão baseadas na geração de mudanças curriculares a pequena escala que se encontram vinculadas ao uso da aprendizagem baseada em problemas e nas simulações. Conclusões: as mudanças curriculares a pequena escala terminaram sendo alternativas mediadas pelo máximo aproveitamento de recursos e intervêm efetivamente na geração e promoção das relações entre famílias, escolas e comunidades. A respeito disso, o docente em formação e em exercício são agentes-chave como educadores dotados de uma suficiente preparação para a liderança educacional e para a justiça social.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Formación docente]]></kwd>
<kwd lng="es"><![CDATA[innovación educacional]]></kwd>
<kwd lng="es"><![CDATA[relación escuela-comunidad]]></kwd>
<kwd lng="es"><![CDATA[relación padres-escuela]]></kwd>
<kwd lng="es"><![CDATA[revisión de tema]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[educational innovation]]></kwd>
<kwd lng="en"><![CDATA[school-community relationship]]></kwd>
<kwd lng="en"><![CDATA[parent-school relationship]]></kwd>
<kwd lng="en"><![CDATA[topic review]]></kwd>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[inovação educacional]]></kwd>
<kwd lng="pt"><![CDATA[relação escola-comunidade]]></kwd>
<kwd lng="pt"><![CDATA[relação pais-escola]]></kwd>
<kwd lng="pt"><![CDATA[revisão de tema]]></kwd>
</kwd-group>
</article-meta>
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<article-title xml:lang=""><![CDATA[Preparing teachers for family-school partnerships: A Dutch and Belgian perspective]]></article-title>
<source><![CDATA[Teaching Education]]></source>
<year>2016</year>
<volume>27</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>212-28</page-range></nlm-citation>
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</article>
