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Support strategies for mothers-teachers from a two-way vision of the family and school environment
The objective of this research is to analyze the accompaniment strategies used by mothers with education training during the transition of their children from the family environment to the school environment. To achieve this purpose, it was necessary to identify these strategies and, in addition, describe and characterize these environments. The methodology is of a qualitative approach, of a hermeneutical type and the case study is used as a methodological strategy. The population investigated were eight mother-teachers from the Bachelor's Degree in Preschool Education from the Luis Amigó Catholic University. The semi-structured interview was used as the information gathering technique, and data transcription and a global and in-depth analysis were carried out as techniques for the analysis. It is concluded that it is possible to demonstrate the conceptions about the family and school environment through a bidirectional vision of the support strategies used by the mother teachers.
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