Educational trends that support the university-families relationship in the training of professionals in Pedagogy-Psychology

Abstract

The work emphasizes the educational tendencies that sustain the university-families relationship in the formation of professionals in Pedagogy-Psychology. Theoretical level methods were used to collect and process information on the real state of the object to be investigated. The results revealed the insufficient instrumentation in the regulations of the professional training process in Pedagogy-Psychology and insufficient practical activities in the training process to achieve the university-families relationship. It is determined that there is a lack of exploitation of the potentialities that the university-families relationship can offer to the professional training process, which constitutes a theoretical-methodological foundation.