Society and Its Challenges: The Teacher’s Perspective on Students at Risk
Abstract
:1. Introduction
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- What beliefs do teachers from different generations of pre-university stages have about diversity and the needs of their students?
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- What characterises the relationships and attitudes of these teachers towards these pupils?
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- How do these beliefs and attitudes contribute to the adaptation or adjustment of teaching to student diversity?
1.1. Teachers’ Thinking and Educational Action
1.2. Teachers’ Beliefs about their Profession and about Students
2. Materials and Methods
2.1. Objectives
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- To ascertain the beliefs of teachers from different generations of pre-university stages regarding diversity and the needs of their students;
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- To characterise teachers’ relationships and attitudes towards these types of pupils, according to their educational stage and professional background;
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- To assess how these beliefs and attitudes regarding learners contribute to the adaptation or adjustment of teaching.
2.2. Methods
2.3. Sample
- (a)
- Pre-university teachers—Second cycle of Pre-primary Education (PPE), Primary Education (PE), and Secondary Education (SE), which includes Compulsory secondary education and Vocational Education and Training.
- (b)
- Teachers in publicly funded schools.
- (c)
- New teachers (NT), veteran teachers (VT), and retired teachers (RT). New teachers were considered to be born after 1990 and possess no more than 6 years of experience in educational centres. Veteran teachers had to be over 50 years of age and have more than 10 years of experience in educational centres. Retired teachers, on the other hand, had to obey the cases of forced or voluntary retirement, excluding those who retired due to incapacity. For the selection of teachers, we have opted for those who are active in teaching centres (novices and veterans). On the other hand, retired teachers have been included as an opportunity to show that occupational and professional identities have continuity, advocating for the differences that may exist between teachers of different ages, at different stages, and with different experiences throughout their professional careers (Nieto Cano and Portela Pruaño 2021).
2.4. Data Collection
2.5. Data Analysis
- (a)
- Initial familiarisation analysis. The research team conducts a critical and interrogative reading of the transcripts, making incidental notes on issues useful for coding.
- (b)
- Topicbook generation. For this purpose, “data-driven analysis” has been combined and balanced with “theory-driven analysis” (Braun and Clarke 2006, p. 58), with attention being paid not only to topics identifiable as recurrent but also to those identifiable as important (for understanding).
- (c)
- Establishment of themes of interest. The process of generating or constructing themes continues with the identification of significant shared features derived from the grouping of topics (clusters) around potential central organising concepts, with their corresponding associated ideas or sub-themes.
- (d)
- Review of themes. The various themes that emerge are reviewed via checking their quality by comparing, firstly, the themes with differentiated parts of the data already coded, and secondly, by comparing this review with the totality of the data. In this way, the introduction of substantial changes—or lack thereof—to the set of themes can be ascertained.
- (e)
- Topic designations. The names and definitions associated with illustrative quotations are established for each of the topics, thus helping to clarify them.
2.6. Ethics
3. Results
3.1. Conceptions and Beliefs That Teachers from Different Generations of Pre-University Stages Have about Diversity and the Needs of Their Students
Well, and the truth is that my results, well, their results—I’m satisfied with the students I’ve had; in general, I’ve had all kinds. Some have made a career, others haven’t.(60:40)
What I would highlight, mainly, right now in the classrooms that I know, well, where I work, are the differences in culture.(70:36)
Because what you have in front of you, each time—they are totally different from each other, and each year is different from the previous one.(20:86)
It is also true that in terms of behaviour, I am seeing now in young children, children with a character, a temperament...therefore, they are children who have very little... zero frustration in that sense that they scold you, tell you anything, and do not take you as a reference.(9:6)
They come very sheltered, very protected, and every day more and more, with “buah, buah” it is already solved.(14:10)
You have students who are a bit more disruptive, that makes it more complicated, but it is a part of the student body, the centre where they are from, the family, how they are, but that too; of course, if you have a group of students who are more lively, it can be more difficult to teach the class.(1:12)
Pupils with greater difficulties, with greater handicaps when it comes to accessing resources, with difficulties, with special educational needs, with emotional and social family difficulties—all these types of variables.(38:29)
Last year, I was in a school where the majority of the students, ninety percent of them, were immigrant students, students who don’t understand Spanish; of course when I finished my degree, you are not aware of that, no.(9:22)
We are talking about a centre with 99, if not 100%, immigration, in which language is a handicap, that is, it is a handicap that they do not speak Spanish at home, in which there are also many educational needs, ASD, Down’s Syndrome, the ordinary classroom and a teacher with twenty-five or twenty-six students with children with needs and so on.(17:29)
Nowadays, I don’t think that it is very difficult for them to focus their attention, and I think that this has to do with the misuse and overuse of new technologies and all the social contact apps and so on. I think that they spend too many hours in front of a screen, and that later, when it comes to relating to others, it is difficult for them.(4:1)
Because children in the first and second year of primary school need to have very clear guidelines—they need habits.(71:47)
I am with young pupils, I am with children in the second year of primary school; then, they begin to have autonomy in certain things, they are responsible to a certain extent, but every day I get the feeling that they are becoming more childish, they are less autonomous, they need more support from the teacher, or maybe I am getting older and I am beginning to have less patience, I don’t know.(14:6)
Nowadays, I think that every year that goes by, and the colleagues who have been there longer say it: society is changing, and the pupils are also changing. Nowadays, they are students who need much more stimuli to pay attention, we need to be innovating at school, once again, because we are seeing that traditional methods have been left behind, and nowadays it is very difficult for them to work.(57:6)
You have to deal with many different types of students, many different people and there are people with whom you have to be very patient because they have many deficits, many gaps, or many difficulties.(46:50)
The adolescents to whom it does offer answers, that is, those who are part of the system, also have the same burdens, both in terms of mental health and frustration, as well as associated problems, which are the same thing: problems of stress, anxiety, cases of eating disorders. Although they are part of the system, the system creates these problems, and if it doesn’t create them, it accentuates them. So, I think there is a big problem here that I don’t really know how it can be tackled, but it worries me.(45:6)
But what I saw, I used to tell them a lot was that they were very naughty pupils, very naughty...they were very good people, but they were, they were very quacks, these pupils who like to be in the street, who like [...] one day they have no rules, full adolescence; there is a very strong adolescence and of course, practically without rules and that is the most outstanding thing about it.(44:3)
I would summarise it in learning to learn, in being able to learn things, to learn themselves, that they are the protagonists of their learning, that they have, at the click of a button, at the click of a button, they have all the information. So—as I said—what they demand is that we provide them with these tools, how they can learn by themselves, they being the protagonists of their own learning.(13:26)
It’s a completely different generation or ahead or whatever we want to call it with different needs and we have to be there, if they have changed, we have changed—I think we have to change.(17:27)
But well, I think that the approach is not the right one because, I don’t know, they ask me to teach them syntax, I am going to teach them some syntax, but my question is why does this boy or girl need this, if what I need is for him or her to have an opinion, to know how to speak, to know how to get around, to know what a contract is, to know about laws.(42:101)
I believe that it is much more important to be in a complicated stage of adolescence and I believe that the accompaniment has to be global, as far as we can go.(42:2)
But mostly more tools for their adult and professional life, which is what I think they need at that moment.(42:87)
What I have always tried to do is to prepare them for life, because when they leave high school, they are practically on their own, they are not going to have a teacher behind them.(44:54)
Even people who are very studious or so on, or who seem to think that everything is fine, because they have these things and so, I think that maybe that’s why, because we have been told about it, because maybe they dare to tell us about it, because we receive more in our generation.(42:135)
Nowadays, I don’t know if it is because many teachers are starting to retire, more new teachers are coming in, or because of the boom in technology, I don’t know, but there has been a change that can be seen in the closeness we have with the students, we listen to them a bit too, what we were talking about the other day. We listen to them, practically, as if they were our children. Apart from giving them classes, we listen to them, we give them advice, we are psychologists, sometimes a bit of a doctor, a bit of everything.(63:4)
These kids need a little guidance, a little light.(25:12)
Of course, when they come to you with stories, some quarrel... “Let’s see, what quarrel? What happened? What happened?” “It’s not that...” “Let’s see, what happened?” “I don’t know what, I don’t know how much” “Hey, can’t you see that you’ve all messed up, why do you have to say such things?” Once you’re done, you continue the lessons. Of course, I’m what they said about me: “He’s the weird one, but you listen to us” I say: “Not everybody listens to you” “Everybody listens to us, but you listen to us” And I said “Well, I know that with these students you have to work with them, you have to listen to them”.(12:43)
So, if there are pupils with difficulties, to have a person next to you who could give you a hand.(14:5)
The plan to help and to be there, at the side of the pupil, to achieve the best possible, that is to get the best out of him as a person and as an individual in terms of his qualities.(66:24)
We are forgetting that there are children at any educational stage who have a series of problems that the teacher who comes to help us, the PT, or the Hearing and Language teacher, what happens? That they go with those children outside the classroom, those children have to be in the classroom, in any case it is that teacher who has to be in the classroom to see how they act with their classmates, how they work.(15:12)
We were faced with integration with—in many aspects—zero training, and I had already been with some with partial integration, that is to say that a child would come for a few hours in some subject. But I had never had a fully integrated pupil, and that year I had a three year old girl with cerebral palsy and there, well, without knowing anything, I said I accepted her, I couldn’t even think of saying no. No, I had no idea how I was going to do it. No, I had no idea how I was going to deal with it.(37:22)
I don’t see inclusion in the way that many teachers also see it, that inclusion means including children who, for example, do very well in other centres that are specific for them, because no matter how much we want them to, they cannot be in the classroom; there are children who are already thirteen or fourteen years old who bite you, who put a rubber band in their nose and you can’t attend to them, who punch you—these children have certain characteristics that make it very difficult for them to be in the classroom, but on the other hand there is a Down syndrome, there is an autistic child, there are other types of children who are in the centres and who should be in the classroom and not out of the classroom.(15:13)
3.2. The Relationships and Attitudes of Teachers towards This Type of Pupils, Depending on the Educational Stage and Their Professional Career
You are faced with a classroom; you have twenty-five children who don’t speak Spanish and you have to work with them. What I’m telling you—you don’t have material resources, maybe you can’t cope with it, or human resources to help you, so these are the things that maybe, yes, it has changed my vision, that every classroom, every school is a world, you know, I had a more homogeneous vision of what education was, and you realise that a classroom..., each group is a world, there are different levels of learning in the students, you realise that although they are all obviously the same age, each one has a different learning style, which is totally respectable, obviously, because that’s what we are there for, to help them in that process.(9:39)
Teachers take good care of their pupils, in the sense that they welcome them, if someone has doubts, they help them with these doubts, I think that this is maintained, it is maintained, there are no teachers who say: “Well, to the platoon of the clumsy”. When I used to go to the Salesians there was “El pelotón de los torpes”. There is no such thing, there is a desire to integrate, for example, the role, which I haven’t talked about much, but the reception of immigrants who come—the nouvinguts—is very important and we suffered a lot and now it is lived as a very normal thing, I think that the people who are here now, one thing they have done very well is to work very well with those who come from outside, perhaps because there is already a protocol and there is a base.(11:75)
You put yourself a bit in the shoes of those kids, you don’t really know how to help them.(43:93)
I understand that the teacher, in the end, is a person who ends up spending a lot of time with the students, probably, in what are the most important stages of their lives; and in this sense, I also understand that the teacher becomes, by mere interaction with the student, a kind of educator in life, not only of knowledge but also of other kinds of skills: managing emotions, knowing oneself, accepting problems, solving them... (...) the teacher is aware of this connection with the student and I think he/she should have enough skills to be able to carry out this part of his/her teaching well too....) the teacher is aware of this connection with the learner and I think he/she should have enough skills to be able to carry out this part of his/her teaching well too.(68:3)
For me, the way to judge a student is not by their results, because a person can get better or worse marks, because it also depends on their circumstances. For me, the important thing is that when they finish they are at least good people...(44:52)
Nowadays, I don’t know if it is also because many teachers are starting to retire, more new teachers are coming in, or because of the boom in technology, I don’t know, but there has been a change that can be seen in the closeness we have with the students, we listen to them a little bit too, what we were talking about the other day. We listen to them, practically, as if they were our children. Apart from giving them classes, we listen to them, we give them advice, we are psychologists, sometimes a bit of a doctor, a bit of everything.(63:4)
In fact, the following year, when I wasn’t there, a colleague who took that group, well, what happened to me happened a bit, she didn’t know how to manage them and kept asking for help from the management team. In the end, she asked for so much help that she lost the students and the management team; the head of studies said “Look girl, you are the teacher, if I have to teach your class, give me your salary because if I have to teach your class, I deserve your salary. You have to teach the class, you have to do it, so do what you want to do.(12:52)
They have to leave some classes, which are the ones closest to the door and they always try to get you to leave early, you tell them, well, you have to wait a minute, nothing happens, and they always try to cheat to try to be in class as little as possible; many absences, especially many disobedience problems.(44:43)
But I know of friends who have gone to public schools and they say: “You are the last one to arrive, you will get first because it is the most difficult class and has the most problematic children... You will get sixth because there is a group that nobody knows what to do with” The one who arrives new, with less experience gets the most difficult group, on the other hand, in my school and in many schools that had a pedagogical project we said: “Which is the most problematic class, first? Well, here we are going to put the teacher who is the best in the whole school to solve it” and for me this is a way of approaching education, no, it is to say: “the last one to arrive gets the group that nobody wants”.(11:40)
For me, the most frustrating experiences have been more than negative, they have been frustrating: classes in which... groups of students that I have not been able to... that is, that I have not been able to connect with, that I have not been able to motivate, to evolve with them, very passive groups. I remember one group above all as being very emotionally damaged.(67:30)
I have seen this type of teaching staff, and in this type of teachers, most of the time I would say, they were, well, hard on the pupils, not given to contemplation of personal circumstances, not given to discipline, to say nothing of discipline. People who never had discipline problems because they made it very clear on the first day who they were going to deal with, that is also the case.(37:102)
They are going to confront you, adolescence is the time of “No”, “Why do I have to do this? Well, I don’t do it... Well, because you have to do... Well, I don’t do it”. The norm is “Well, no”, that’s the time.(22:64)
3.3. How Beliefs and Attitudes about Learners Contribute to Adaptation or adjustment of Teaching
There are students who, with some help, there are students who get there and that’s just that we often try to, like, lower the level so that they pass, because we know that with, with time, that with time they will be able to achieve the objectives of the stage.(43:62)
The day I was free, instead of giving literature, what we did was reading, because they are kids who need to read, they need to understand things, they don’t have any habits and so we did a whole hour of reading, so they could read a book.(44:38)
Well, what I did at the time, which they called me, well, delusional, idyllic, a thousand stories, well, that’s what is being maintained—at the moment. Well, I’ve been telling students for a few years now “let’s see, we can teach many subjects, but what I really have to prepare you for is the day of... The working world, and in the working world you are not going to memorise anything, with practice you are going to memorise it, but from the beginning you are not going to memorise anything, I prefer you to understand the VAT manual than memorise all the VAT, all the products that carry VAT, which is the end of the line “Do you have any doubts?” Well, I’m going to teach them to look for that information, to interpret it, because often the text that appears is complicated, well, we are going to interpret it, and that is to apply it, so, a little bit of working by competencies, which is now becoming more popular, well, that’s what I have been doing before this implementation, a little bit of minimising and maximising the time we have dedicated to them.(12:32)
Escape Room. I don’t know English, the Escape Room, so all these things are great for the pupils, you get them hooked straight away and then from there the subjects have to be globalised, everyone has to try to work together, teamwork, collaboration, cooperation is very important.(15:16)
What I see is that there are a lot of children who lack a lot of play and play with each other. I see it a lot. What’s more, one of my position teachers said that one of the things she had seen in confinement and that she had reflected on it a lot and had thought about it a lot in her teaching career, is the subject of books. She says: “I will never pick up a book again”, “I told parents ‘I am going to play with your son or daughter, I am going to teach them, but I am going to play with them. No books, no things. Everything through play”. I really liked this because I can see how easy it is, it’s true, to put a card on it and that everything is well reflected in that card, what we are working on; But it is true that we also need to try to balance this, that there is physical work—because they are little jobs that they then take home and that parents like to see and that they also feel proud of the work they have done—but it is also very important that the children express themselves and play and that you can evaluate this without having a card in the middle, just listen to them and see what they do: to observe; which is one of the very important objectives in education: to observe the children, to watch them.(52:50)
The regular classroom and a teacher with twenty-five or twenty-six students with children with needs and so on, it is very complicated to deal with that on a daily basis, to meet the objectives and to achieve everything.(17:30)
The method we use is very distant from the children, but to reach them as they want is very difficult, because they want I don’t know... something very, I see it as very futuristic.(25:32)
But, I had never had a fully integrated pupil, and that year I had a three year old girl with cerebral palsy and there, well, without knowing anything, I said I accepted her, I couldn’t even think of saying no. No, I had no idea how I was going to deal with it. No, I had no idea how I was going to deal with it.(37:22)
Well, in the end I think that where I have learned the most, what has marked me the most, are the most complicated centres, so to speak, where there are students who have a very difficult social context, and that is where you really... where you really enrich yourself and learn, because in each class you find yourself, maybe they are smaller classes, but each case is so different and so particular, and has such complicated situations, that that is where you really have to get involved and get involved with these children.(57:22)
Another thing I would like to change is that I think they have a very heavy workload, because they have a lot of subjects and in all the subjects they are given assignments, so the workload is very high, so they have no rest and that also hinders learning because there is no time to assimilate the concepts.(46:63)
We all want the best for the students. There are times when, last year, there were some colleagues who thought about their own interests rather than those of the students, and we were always the same small group that said, right, that we want to do better for the children than we have done so far. So, yes, we always looked a little bit at the well-being of the pupils.(63:32)
That those who arrive with certain disabilities or problems can achieve a reasonable average of knowledge, of knowledge and strategies, of functioning, of abilities and skills that are transportable to life—that will be of use to them.(65:16)
I have made stories, then, of the needs that I see in the children, that is, I see that there are needs.(71:51)
So, I think that children, too, are sometimes in need of you paying a lot of attention to them and solving many of their doubts.(71:53)
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Acknowledgments
Conflicts of Interest
1. | Organic Law 3/2020, of 29 December, which amends Organic Law 2/2006, of 3 May, on Education. BOE no. 340, 30 December 2020, 122868-122953. |
2. | Project entitled: “Intergenerational professional development in Education: implications for teacher induction”, funded by the Ministry of Science, Innovation and Universities, reference: RTI2018-098806-B-I00. |
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Groups of Documents | |||||
---|---|---|---|---|---|
Pre-Primary Education | Primary Education | Secondary Education | Totals | ||
Frequency | |||||
Topics | 1.01.03_Students_diversity | 19.5% | 25.7% | 54.9% | 100% |
1.01.04_Students_needs | 19.9% | 24.7% | 55.4% | 100% | |
1.01.05_Students_problematics | 9.5% | 17.1% | 73.3% | 100% | |
Totals | 17.4% | 23.2% | 59.5% | 100% |
Groups of Documents | |||||
---|---|---|---|---|---|
Newcomers (NT) | Veterans (VT) | Pensioners (RT) | Totals | ||
Frequency | |||||
Topics | 1.01.03_Students_diversity | 35.4% | 44.3% | 20.4% | 100% |
1.01.04_Students_needs | 34.2% | 36.8% | 29.0% | 100% | |
1.01.05_Students_problematics | 28.6% | 42.9% | 28.6% | 100% | |
Totals | 33.2% | 40.1% | 26.7% | 100% |
1.01.03_ Students_Diversity | 1.01.04_ Students_Needs | 1.01.05_ Students_Problematics | ||||
---|---|---|---|---|---|---|
Count | Coefficient | Count | Coefficient | Count | Coefficient | |
1.01.03_Students_diversity | 0 | 0.00 | 39 | 0.13 | 11 | 0.05 |
1.01.04_Students_needs | 39 | 0.13 | 0 | 0.00 | 23 | 0.07 |
1.01.05_Students_problematics | 11 | 0.05 | 23 | 0.07 | 0 | 0.00 |
1.01.03_ Students_Diversity | 1.01.04_ Students_Needs | 1.01.05_ Students_Problematics | ||||
---|---|---|---|---|---|---|
Count | Coefficient | Count | Coefficient | Count | Coefficient | |
1.02.05_Teacher_ Attitudes towards students | 11 | 0.04 | 28 | 0.07 | 23 | 0.08 |
1.06.15_ Task. Relations with pupils | 3 | 0.01 | 12 | 0.03 | 13 | 0.05 |
1.01.03_ Students_Diversity | 1.01.04_ Students_Needs | 1.01.05_ Students_Problematics | ||||
---|---|---|---|---|---|---|
Count | Coefficient | Count | Coefficient | Count | Coefficient | |
1.06.02_Task. Help | 4 | 0.02 | 14 | 0.05 | 4 | 0.02 |
1.06.07_Task. Alternative education | 6 | 0.02 | 24 | 0.05 | 4 | 0.01 |
1.06.10_ Task. Difficulty | 7 | 0.02 | 23 | 0.06 | 6 | 0.02 |
1.06.14_ Task. Adapted for students | 13 | 0.06 | 23 | 0.07 | 0 | 0.00 |
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Torres Soto, A.; García Hernández, M.L.; Vallejo, M. Society and Its Challenges: The Teacher’s Perspective on Students at Risk. Soc. Sci. 2022, 11, 517. https://doi.org/10.3390/socsci11110517
Torres Soto A, García Hernández ML, Vallejo M. Society and Its Challenges: The Teacher’s Perspective on Students at Risk. Social Sciences. 2022; 11(11):517. https://doi.org/10.3390/socsci11110517
Chicago/Turabian StyleTorres Soto, Ana, María Luisa García Hernández, and Mónica Vallejo. 2022. "Society and Its Challenges: The Teacher’s Perspective on Students at Risk" Social Sciences 11, no. 11: 517. https://doi.org/10.3390/socsci11110517
APA StyleTorres Soto, A., García Hernández, M. L., & Vallejo, M. (2022). Society and Its Challenges: The Teacher’s Perspective on Students at Risk. Social Sciences, 11(11), 517. https://doi.org/10.3390/socsci11110517