Family – school – community integration in the teacher training of primary teachers in the Dominican Republic

Abstract

Given the social deficiencies of an education in which the family is part of the educational process of the school and the community in which it is located, the need to incorporate this topic in teacher training at the primary level is addressed. Objective: propose a pedagogical conception of family integration. School – community in teacher training at the primary level. Methods, theoretical and empirical methods are used such as logical-historical, analytical-synthetic, modeling and system, as well as survey and analysis of documentary sources. The results are specified in the development of the pedagogical conception that articulates its components such as the definition, the foundations and the principles as essential elements that respond to the scientific problem and the proposed objective. In the conclusions, the idea of ​​the relevance of incorporating the topic of family-school-community integration to teacher training in the primary education career is reached as an essential reward for this present in educational practice, as well as the need for the preparation of the teachers of the Faculty of Education for its fulfillment and in response to the insufficiencies that were obtained in the initial diagnosis of this problem from the research carried out.