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Society and Its Challenges: The Teacher’s Perspective on Students at Risk

Author

Listed:
  • Ana Torres Soto

    (Department of Didactics and School Organization, University of Murcia, 30100 Murcia, Spain)

  • María Luisa García Hernández

    (Department of Didactics and School Organization, University of Murcia, 30100 Murcia, Spain)

  • Mónica Vallejo

    (Department of Didactics and School Organization, University of Murcia, 30100 Murcia, Spain)

Abstract

(1) 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.

Suggested Citation

  • Ana Torres Soto & María Luisa García Hernández & Mónica Vallejo, 2022. "Society and Its Challenges: The Teacher’s Perspective on Students at Risk," Social Sciences, MDPI, vol. 11(11), pages 1-23, November.
    • Handle: RePEc:gam:jscscx:v:11:y:2022:i:11:p:517-:d:972379
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    References listed on IDEAS

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    1. Shwetlena Sabarwal & Malek Abu-Jawdeh & Radhika Kapoor, 2022. "Teacher Beliefs: Why They Matter and What They Are [Instructional Time Loss in Developing Countries: Concepts, Measurement, and Implications]," The World Bank Research Observer, World Bank, vol. 37(1), pages 73-106.
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