Publication: Society and Its Challenges: The Teacher’s Perspective on Students at Risk
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Date
2022-11-14
Authors
Torres Soto, Ana ; García Hernández, María Luisa ; Vallejo Ruiz, Mónica
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Publisher
MDPI
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DOI
https://doi.org/10.3390/socsci11110517
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info:eu-repo/semantics/article
Description
©2022 MDPI. This manuscript version is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0/
This document is the Published version of a Published Work that appeared in final form in Social Sciences. To access the final edited and published work see https://doi.org/10.3390/socsci11110517
Abstract
This study focuses on exploring and characterising the beliefs of Spanish teachers
in relation to their attitudes and professional practice concerning students who may be at risk at
school. A generational perspective is adopted and the stages of pre-school, primary, and secondary
education are considered in order to analyse these beliefs. (2) This is a descriptive study with a
qualitative methodology. The information was collected through semi-structured, in-depth interviews
with 60 teachers belonging to publicly funded schools at pre-university levels. The data collected
were subject to a thematic analysis and analysed with the qualitative data analysis tool ATLAS.ti
(version 22). (3) The results show the diversity of student needs referred to by the teachers, positive
relationships and attitudes towards them, and a favourable predisposition to the adaptation and
adjustment of teaching practices. (4) The conclusions of the study highlight the importance of teachers’
beliefs for the development of educational processes based on justice, democracy, and equity, and
how these beliefs can be used to offer the most appropriate responses to the needs presented by the
students.
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Citation
Social Sciences 2022, 11, 517
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