OBJECTIVE: TO IDENTIFY THE PEDAGOGICAL STRATEGIES DEPLOYED OVER THE LAST DECADE (2011-2021) IN PREPARING TEACHERS TO WORK WITH FAMILIES AND COMMUNITIES. METHODS AND MATERIALS: A SYSTEMATIC REVIEW OF ACADEMIC ARTICLES EXTRACTED FROF WEB OF SCIENCE (WOS), SCOPUS, AND SCIELO COLLECTIONS, WHOSE APPROACHES, SUBJECT MATTERS, AND RESULTS REPORTED ON TEACHER TRAINING PROCESSES IN PROMOTING RELATIONSHIPS BETWEEN SCHOOLS, FAMILIES, AND COMMUNITIES. RESULTS AND DISCUSSION: THE PRIMARY STRATEGIES IDENTIFIED ARE BASED ON SMALL-SCALE CURRICULAR CHANGES MAINLY LINKED TO PROBLEM-BASED LEARNING AND SIMULATIONS, AMONG OTHER DIDACTIC TOOLS THAT FAVOR IMMERSIVE EDUCATION AND PROFESSIONAL SKILL DEVELOPMENT. CONCLUSIONS: SMALL-SCALE CURRICULAR CHANGES ARE ALTERNATIVES MEDIATED BY THE MAXIMUM USE OF RESOURCES. THEY EFFECTIVELY ESTABLISH AND PROMOTE RELATIONSHIPS BETWEEN FAMILIES, SCHOOLS, AND COMMUNITIES. THUS, PRE AND IN-SERVICE TEACHERS ARE CRITICAL AGENTS AS EDUCATORS ENDOWED WITH SUFFICIENT PREPARATION FOR EDUCATIONAL LEADERSHIP AND SOCIAL JUSTICE.

THIS ARTICLE SEEKS TO CONTRIBUTE TO THE FIELD OF INTERNATIONAL MOBILITY OF UNIVERSITY STUDENTS IN CHILE, WITH THE ANALYSIS OF THE STUDENT EXCHANGE PROGRAM OF THE UNIVERSIDAD DEL BÍO-BÍO, IN CONCEPCIÓN AND CHILLÁN. SPECIFICALLY, PERCEPTIONS ABOUT INTERNATIONAL MOBILITY EXPERIENCE WERE INVESTIGATED AS ITS EFFECTS ON STUDENTS' PERSONAL, ACADEMIC, AND WORK DIMENSIONS BETWEEN 2014 AND 2018. THE METHODOLOGYWAS EXPLORATORY, DESCRIPTIVE, AND QUALITATIVE. THIRTY GRADUATE STUDENTS WERE INTERVIEWED USING SEMI-STRUCTURED INTERVIEWS, WHICH WERE ANALYZED THROUGH CONTENT ANALYSIS. THE RESEARCH SHOWED THAT INTERNATIONAL MOBILITY WAS VALUED MORE AS A LIFE EXPERIENCE THAN A FORMATIVE SPACE IN ITS TRADITIONAL SENSE. ASPECTS RELATED TO PERSONAL DEVELOPMENT (APPRECIATION OF CULTURAL DIVERSITY, INCREASED SELF-CONFIDENCE, DEVELOPMENT OF INDEPENDENT THINKING) AND THE ACQUISITION OF COMPETENCIES/SO SKILLS (TIME ORGANIZATION, COMMUNICATION, SOCIAL INTERACTION SKILLS, GREATER ADAPTABILITY TO NEW CIRCUMSTANCES AND CHALLENGES) STAND OUT. THEE TECHNICAL AND DISCIPLINARY PEDAGOGICAL ELEMENTS USUALLY STATED AS THE CORE OF THE EXPERIENCE AND THEIR POSITIVE EFFECTS ON THE WORK DIMENSION WERE LESS RELEVANT FOR THE INTERVIEWEES.