Teachers’ views of the learning potential
Date
2017
Journal Title
Journal ISSN
Volume Title
Publisher
Caribbean Educational Research Information Service
Abstract
One key determinant of inclusion regarding children from low-income
households is belief in their learning potential. Teacher
educators of the in-service post-graduate Diploma in Education
programme are charged with helping teacher-participants
interrogate and modify negative views they may hold of
students from such backgrounds. Some views may constitute an
approach inimical to the empowerment of children. While
views of teacher-participants on the learning potential of
children from low-income households are discussed early in the
programme, there is need for systematic analysis of such views.
In so doing, insights gained can guide the approach of teacher
educators in their quest for sensitizing teacher-participants as to
appropriate responses in educating children from low-income
households. Using a qualitative case-study approach, the views
of nine teacher-participants were obtained through semistructured
focus group interviews that were analysed
thematically using the grounded theory approach. Findings
revealed that although teacher-participants expressed views
acknowledging the challenging life contexts of students from
low-income households, they were also keenly aware of the
empowering potential of positive relationships in the
educational endeavour. Practical asset-based strategies for
teachers and administrators were advanced in response to issues
confronting students from low-income households.
Recommendations suggested ways in which teacher education
could be enhanced.
Description
Table of Contents
Keywords
Teacher Education; Low-Income High School Students; Diploma in Education Programme