Expectations of teachers towards parents and mutual cooperation

The article presents the results of research, the aim of which was to find ways in which teachers in 4th-grade understand cooperation with parents. From the constructivist perspective, it became important to reveal what kind of model of cooperation dominates in teacher's statements, which constitutes a modus operandi of teaching practice in relationship with parents. Teacher's expectations regarding cooperation with the student’s parents outline a clear framework of mutual relationship within the school, reveal the actual teacher’s contribution to the relationship and the level of his/her professionalism. This article reveals that the model of cooperation with parents adopted by teachers is instrumental. Teacher's expectations towards parents show the image of cooperation based on principles imposed on parents, assuming their effort in undertaking work for which they are not professionally prepared. In this model, the teacher, convinced of the deterministic power of family capital, relinquishes the postulated easement towards the family, condemns the failure of his own actions towards the child, family, does not change their ways, and even remains passive. The model of cooperation with parents adopted by the respondents is a perfect tool for the constantly reproducing social system, which does not meet the needs, possibilities and expectations of the modern family, fulfilling its still-imposed role in it.