Between heterogeneity and equality: representations and practices of primary‐level teachers

Dupriez, Vincent

doi:10.1080/00220270600630753

Cited by 1 publication

(3 citation statements)

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“…The findings of this study align with previous studies. Previous studies have shown that teachers seem ignorant of the social context of classrooms and that the social context of the classroom requires more attention from educators and researchers (Dupriez, 2006;Zurbriggen, et al, 2021). The four-week in-service program improved the teachers' social practices in classrooms.…”

Section: Discussionmentioning

confidence: 96%

“…They had vague explanations of justice or simply explained it as "treating all students in the same way" rather than focusing on their social needs. Teachers have "diverse concepts of equality" (Dupriez, 2006), and their perceptions of equality and justice among students have a determining effect on their practices (Qu, 2019).…”

Section: The Classroom As a Social Environment: Change Is Possiblementioning

confidence: 99%

“…Moreover, the classroom climate in primary school has long-lasting effects as it helps construct student identity (Donaghue, 2020). However, based on the existing data, teacher awareness of classroom sociology seems rather low (Dupriez, 2006). Thus, the researchers of this study developed an in-service program on classroom sociology.…”

Section: Introductionmentioning

confidence: 98%

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Teachers Learning Classroom Sociology and Social Justice in Primary Education

Tombak İlhan,

Alcı,

Güven-Hastürk

2023

Journal of Teaching and Learning

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Classroom sociology is a powerful discipline that helps students develop a sense of identity, achieve success, and experience well-being while building a strong community in the classroom. Teachers who can see beneath the surface and are aware of classroom sociology create a better and more just learning environment for learners, especially in primary education. This study focuses on improving teachers’ classroom sociology and social justice awareness. Researchers designed a four-week in-service classroom sociology program for primary school teachers. The program aimed to improve the teachers’ awareness and behaviours in terms of classroom sociology and social justice. This applied research was conducted using an in-service program intervention with 12 primary school teacher participants. Data was collected from in-class observations, teacher ethnography notes, participant evaluations, and classroom observations. Initially, participants were more focused on academic performance and teaching routines and largely ignored the social context of the classroom. At the end of the study, teacher participants’ awareness of classroom sociology and social justice increased, and both their attitudes towards their students and their teaching methods changed in a positive manner.

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Section: Discussionmentioning

confidence: 96%

Section: The Classroom As a Social Environment: Change Is Possiblementioning

confidence: 99%