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

Ana Torres Soto (), María Luisa García Hernández and Mónica Vallejo
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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

Social Sciences, 2022, vol. 11, issue 11, 1-23

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.

Keywords: teaching beliefs; professional practice; diversity; students at risk (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2022
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