The Impact of Primary School Teachers’ Expectations of Pupils, Parents and Teachers on Teacher Track Recommendations

Sneyers, Elien; Vanhoof, Jan; Mahieu, Paul

doi:10.1080/00131946.2018.1562925

Cited by 1 publication

(1 citation statement)

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“…Even the most silent and off-task students were talking with their peers, collaborating, working on their tasks, and laughing. Teacher track recommendations contributed to improvement in the classroom (Sneyers et al, 2019). The unitary effect of cooperative learning and cultural sensitivity (Brady & Katre, 2021) changed the sociology of this classroom into a positive and harmonious one.…”

Section: Discussionmentioning

confidence: 99%

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: 99%