Types of cooperation between school and parents

U teorijskom dijelu iznesene su relevantne pedagoške spoznaje i pretpostavke o paradigmi suradnje između dvaju odgojnih fenomena, škole i obitelji. Rastumačeno je pojmovno razgraničenje dvaju srodnih pojmova, suradnje i partnerstva, u kontekstu suvremenih pedagoških koncepata. Također, prikazan je teorem ekoloških sustava kao okolinskih čimbenika i model sfera utjecaja od kojih je potrebno polaziti prilikom proučavanja fenomena dječjega razvoja. Također, rad propituje komplementarnost uloga obitelji i škole u obrazovanju djeteta, polazeći od promjena u shvaćanju uloga dvaju institucionalnih sustava. U konačnici, rad utvrđuje postojeće načine suradnje, potkrepljujući njihovo uporište u zakonskim regulativama i pravilnicima Ministarstva znanosti i obrazovanja. Naposljetku su iznesene dobrobiti ostvarivanja suradničkih odnosa između obiteljske i školske zajednice, kao i preporuke za njihovo ostvarivanje. Empirijski dio rada analizira rezultate istraživanja ispitivanja procjena učitelja o načinima suradnje i kvaliteti interakcije školske ustanove i obiteljske zajednice učenika u razrednoj nastavi. Problematika istraživanja odnosi se na istraživanje i utvrđivanje postojećih načine kvalitetne suradnje škole i obitelji i utvrđivanja povezanosti između procjene u tvrdnjama vezanima uz suradnju škole i roditelja i godinama radnoga staža učitelja. Rezultati istraživanja uspoređeni su s nekolicinom provedenih istraživanja relevantne tematike, a konačne vrijednosti ukazuju na činjenicu da je suradnja percipirana kao jedna od temeljnih pretpostavki ostvarivanja usklađenog odgojnog djelovanja. Također, pokazano je da učitelji s duljim radnim stažom u odgojno- obrazovnom radu bolje procjenjuju postupke i načine suradnje škole i obitelji. Utvrđeno je da se suradnja između ispitanika i roditelja učenika odvija na zadovoljavajući način, a kao optimalni oblici suradnje navedene su radionice za roditelje i organizirane društvene aktivnosti.The theoretical part of paper presents relevant pedagogical knowledge and assumptions about the paradigm of cooperation between two educational phenomena, school and family. The conceptual demarcation of two related concepts, cooperation and partnership, in the context of contemporary pedagogical concepts is being explained. Also, the theorem of ecological systems as environmental factors and the model of spheres of influence from which it is necessary to start when studying the phenomenon of child development is being provided. Also, the paper questions the complementarity of the roles of family and school in child education, starting from changes in understanding the roles of the two institutional systems. Ultimately, the paper identifies existing types of cooperation, supporting their foothold in the law regulations and policies of the Ministry of Science and Education. Finally, the benefits of establishing cooperative relations between the family and school community were presented, as well as recommendations for their realization. The empirical part of the paper analyzes the results of research on teachers' assessments of ways of cooperation and the quality of interaction between the school institution and the family community of students in the classroom. The research problem refers to exploring and determining the existing ways of quality cooperation between school and family and determining the connection between the assessment in the statements related to the cooperation between school and parents and the years of work experience of teachers. The results of the research have been compared with several researches of relevant topics, and the final values indicate the fact that cooperation is perceived as one of the basic preconditions for achieving harmonized educational work. Also, it has been shown that teachers with longer work experience in education assess better the procedures and ways of cooperation between school and family. It was determined that the cooperation between the respondents and parents of the students takes place in a satisfactory manner, while workshops for parents and organized social activities are listed as the optimal forms of cooperation