Students at risk: perceptions of Serbian teachers and implications for teacher education
Апстракт
While legislation is in place for the promotion of inclusive education in Serbia, the adoption of teaching practices that support diversity in schools is still lacking. This study looks at teacher perceptions of students at risk (SaR), their relationships with peers and the teachers' own roles as sources of support, using a sample of 94 interviews with teachers analysed using qualitative content analysis. The SaR from Roma population and poor backgrounds are found to be perceived positively by their teachers, but most teachers failed to perceive their influence on the improvement of academic performance and peer relationships. Perceptions of students with disabilities varied in tone across the dimension positive-depending on the type of disability-negative. Teachers who spoke affirmatively about them expressed readiness to cooperate with parents and colleagues, emphasising the importance of socialisation. Recommendations for teacher education are discussed, including diversity awarenes...s and encouraging more flexible understanding of teacher roles.
Кључне речи:
teacher perceptions / teacher education / students at risk / qualitative content analysis / inclusive educationИзвор:
European Journal of Teacher Education, 2014, 37, 2, 220-236Издавач:
- Routledge Journals, Taylor & Francis Ltd, Abingdon
Финансирање / пројекти:
- Идентификација, мерење и развој когнитивних и емоционалних компетенција важних друштву оријентисаном на европске интеграције (RS-MESTD-Basic Research (BR or ON)-179018)
DOI: 10.1080/02619768.2013.858693
ISSN: 0261-9768
WoS: 000335088900008
Scopus: 2-s2.0-84899906615
Институција/група
Psihologija / PsychologyTY - JOUR AU - Jovanović, Olja AU - Simić, Nataša AU - Rajović, Vera PY - 2014 UR - http://reff.f.bg.ac.rs/handle/123456789/1800 AB - While legislation is in place for the promotion of inclusive education in Serbia, the adoption of teaching practices that support diversity in schools is still lacking. This study looks at teacher perceptions of students at risk (SaR), their relationships with peers and the teachers' own roles as sources of support, using a sample of 94 interviews with teachers analysed using qualitative content analysis. The SaR from Roma population and poor backgrounds are found to be perceived positively by their teachers, but most teachers failed to perceive their influence on the improvement of academic performance and peer relationships. Perceptions of students with disabilities varied in tone across the dimension positive-depending on the type of disability-negative. Teachers who spoke affirmatively about them expressed readiness to cooperate with parents and colleagues, emphasising the importance of socialisation. Recommendations for teacher education are discussed, including diversity awareness and encouraging more flexible understanding of teacher roles. PB - Routledge Journals, Taylor & Francis Ltd, Abingdon T2 - European Journal of Teacher Education T1 - Students at risk: perceptions of Serbian teachers and implications for teacher education EP - 236 IS - 2 SP - 220 VL - 37 DO - 10.1080/02619768.2013.858693 ER -
@article{ author = "Jovanović, Olja and Simić, Nataša and Rajović, Vera", year = "2014", abstract = "While legislation is in place for the promotion of inclusive education in Serbia, the adoption of teaching practices that support diversity in schools is still lacking. This study looks at teacher perceptions of students at risk (SaR), their relationships with peers and the teachers' own roles as sources of support, using a sample of 94 interviews with teachers analysed using qualitative content analysis. The SaR from Roma population and poor backgrounds are found to be perceived positively by their teachers, but most teachers failed to perceive their influence on the improvement of academic performance and peer relationships. Perceptions of students with disabilities varied in tone across the dimension positive-depending on the type of disability-negative. Teachers who spoke affirmatively about them expressed readiness to cooperate with parents and colleagues, emphasising the importance of socialisation. Recommendations for teacher education are discussed, including diversity awareness and encouraging more flexible understanding of teacher roles.", publisher = "Routledge Journals, Taylor & Francis Ltd, Abingdon", journal = "European Journal of Teacher Education", title = "Students at risk: perceptions of Serbian teachers and implications for teacher education", pages = "236-220", number = "2", volume = "37", doi = "10.1080/02619768.2013.858693" }
Jovanović, O., Simić, N.,& Rajović, V.. (2014). Students at risk: perceptions of Serbian teachers and implications for teacher education. in European Journal of Teacher Education Routledge Journals, Taylor & Francis Ltd, Abingdon., 37(2), 220-236. https://doi.org/10.1080/02619768.2013.858693
Jovanović O, Simić N, Rajović V. Students at risk: perceptions of Serbian teachers and implications for teacher education. in European Journal of Teacher Education. 2014;37(2):220-236. doi:10.1080/02619768.2013.858693 .
Jovanović, Olja, Simić, Nataša, Rajović, Vera, "Students at risk: perceptions of Serbian teachers and implications for teacher education" in European Journal of Teacher Education, 37, no. 2 (2014):220-236, https://doi.org/10.1080/02619768.2013.858693 . .