摘要：In this paper we focus on the role of some factors of quality co-operation between the school and the home,particularly focusing on the role of attitudes and expectations of parents,teachers and counselling workers towards each other.The empirical research was carried out in the 2007/08 school year on a representative sample of primary school teachers together with primary and secondary school counsellors and parents of children who attended the third,fifth/sixth and ninth primary school grades in Slovenia.One of the main findings is that teachers,counsellors and parents doubt each other’s competences,which is not a sound basis for quality mutual co-operation.Establishment of successful co-operation is based primarily on awareness that both parents and the school share responsibility for the child’s development and socialization and that in this shared responsibility they meet as equal interlocutors who confer,through their varied areas of expertise,skills,experiences and sources of power,concerning goals and tasks of mutual co-operation,aimed at supporting and encouraging the child’s comprehensive personal development.
其他摘要：V prispevku se osredotočamo na vlogo nekaterih dejavnikov kakovostnega sodelovanja med šolo in domom,še zlasti smo pod drobnogled vzeli vlogo stališč in pričakovanj staršev,učiteljev in svetovalnih delavcev drug do drugega.Empirično raziskavo smo izvedli v šolskem letu 2007/08 na reprezentativnem vzorcu učiteljev osnovnih šol in svetovalnih delavcev osnovnih šol in srednjih šol v Sloveniji ter staršev otrok,ki obiskujejo 3.,5./6.in 9.razred osnovne šole.Ena glavnih ugotovitev je,da učitelji,svetovalni delavci in starši dvomijo v kompetentnost drug drugega,kar ni dobra osnova za kakovostno medsebojno sodelovanje.Temelj vzpostavljanja uspešnega sodelovanja pa je v prvi vrsti zavedanje,da si starši in šola delijo odgovornost za razvoj in socializacijo otroka ter da se v tej deljeni odgovornosti srečujejo kot enakovredni sogovorniki,ki se preko svojih raznolikih znanj,spretnosti,izkušenj in virov moči dogovarjajo o ciljih in nalogah medsebojnega sodelovanja,z namenom podpore in spodbujanja celovitega osebnostnega razvoja otroka.
