Abstract:

Perception is a property of the cognitive system that plays a role in the formation and modification of the mental representation of a model of reality. This study focuses on the perception of families and educators within the school setting and highlights the way both stakeholders recognize methodological innovation and how the school transforms as the proposal unfolds. The research model is framed within the theory of complexity in education, viewing perception as an emergent property of the dynamic school system.
A longitudinal design was established, employing a mixed, sequential, and concurrent research model to compare the perceptions of families and educators. A total of 4280 families and 1051 educators participated, linked to early childhood and primary education stages. By validating perception scales for each branch of the research, a specific analysis procedure was developed, allowing the identification of perceived indices of acceptance and rejection for each of the 65 educational centers studied over the course of two years.
The main conclusion reveals valid and reliable indicators of perception, and their alignment between families and educators is considered a critical factor in the social and community recognition of the success of educational change. This suggests the importance of considering the employed procedure as a significant tool for making strategic decisions in the evolution of educational proposals and projects.

Keywords:

Family perception, teacher perception, methodological change, self-perceived representation, educative assessment.