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The Attitudes of Teachers towards Disadvantaged Young Students: Israel–Romania Comparative Analysis

Author

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  • Pazit Levi-Sudai

    (Faculty of Social Sciences and Humanities, Oranim Academic College of Education, Tivon 3600600, Israel)

  • Gabriela Neagu

    (Research Institute for Quality of Life, 050711 Bucharest, Romania)

Abstract

The aim of this article is to identify and analyze the attitudes of teachers toward disadvantaged young students (DYS) in two different social, economic, and cultural contexts: Israel and Romania. In terms of methodology, we used a qualitative method—focus group—for data collection. Focus groups were organized around open-ended questions that were designed to encourage teachers to reflect on the situation of DYS and their attitudes towards them. From a theoretical point of view, our analysis began with the description of the meanings of four central concepts: attitude, educational integration, inclusive education, and DYS. The results of our research confirmed the fact that knowledge, feelings, and behaviors are widely recognized as the three pillars of teachers’ attitudes towards DYS. Through the comparative analysis of two different educational systems, we highlighted that teachers’ attitudes towards DYS can be influenced by structural elements—level of socioeconomic development, and historical and cultural specificity—but also by individual elements: the training of teachers to work in different educational contexts, the level of support received, and the type of school. The results of this research can represent a source of relevant information for the policies and practices of quality education for all.

Suggested Citation

  • Pazit Levi-Sudai & Gabriela Neagu, 2022. "The Attitudes of Teachers towards Disadvantaged Young Students: Israel–Romania Comparative Analysis," Sustainability, MDPI, vol. 14(19), pages 1-19, September.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:19:p:12468-:d:930266
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    References listed on IDEAS

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    1. Sukkyung You & Eui Kyung Kim & Kyulee Shin, 2019. "Teachers’ Belief and Efficacy Toward Inclusive Education in Early Childhood Settings in Korea," Sustainability, MDPI, vol. 11(5), pages 1-12, March.
    2. Graf, Lukas, 2013. "The Hybridization of Vocational Training and Higher Education in Austria, Germany, and Switzerland," EconStor Books, ZBW - Leibniz Information Centre for Economics, number 251577, June.
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