Teacher Training to Take Care of Students at Risk of Exclusion
We present an overview of how teacher training can work as a key element in good professional performance with students at risk of exclusion. The work derives from a doctoral thesis that analyzes a school reengagement program in the region of Murcia (Spain): Occupational Classrooms. The research was...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2022-11-01
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| Series: | Social Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2076-0760/11/12/544 |
| _version_ | 1797455230946770944 |
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| author | María Trinidad Cutanda-López María Begoña Alfageme-González |
| author_facet | María Trinidad Cutanda-López María Begoña Alfageme-González |
| author_sort | María Trinidad Cutanda-López |
| collection | DOAJ |
| description | We present an overview of how teacher training can work as a key element in good professional performance with students at risk of exclusion. The work derives from a doctoral thesis that analyzes a school reengagement program in the region of Murcia (Spain): Occupational Classrooms. The research was theoretically based on an ecological approach of risk of educational exclusion and a multidimensional approach of school engagement. Focusing on a mixed-methods approach with a multilevel convergent nested design, it was possible to investigate multiple levels: macro (policies), meso (school), and micro (classroom), as well as interrelated elements that influence in the possibilities of re-engagement of these students. The results showed notable deficiencies in the professional performance of teachers working with students at risk, revealing difficulties in the professional development of teachers linked to administrative, institutional, cultural, and personal determinants. Similarly, negative repercussions were detected stemming from the involvement of the teaching staff and on the results of the students and their options for continuity in their educational trajectory. To conclude, the importance of cultivating both the necessary conditions for adequate training, as well as those aimed at making teachers feel supported, included, and recognized, were highlighted in this study. |
| first_indexed | 2024-03-09T15:51:25Z |
| format | Article |
| id | doaj.art-4032753fcfef4feb9bbe2e9d4da640ca |
| institution | Directory Open Access Journal |
| issn | 2076-0760 |
| language | English |
| last_indexed | 2024-03-09T15:51:25Z |
| publishDate | 2022-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Social Sciences |
| spelling | doaj.art-4032753fcfef4feb9bbe2e9d4da640ca2023-11-24T18:02:19ZengMDPI AGSocial Sciences2076-07602022-11-01111254410.3390/socsci11120544Teacher Training to Take Care of Students at Risk of ExclusionMaría Trinidad Cutanda-López0María Begoña Alfageme-González1Department of Theory and History of Education, University of Murcia, 30100 Murcia, SpainDepartment of Didactics and School Organization, University of Murcia, 30100 Murcia, SpainWe present an overview of how teacher training can work as a key element in good professional performance with students at risk of exclusion. The work derives from a doctoral thesis that analyzes a school reengagement program in the region of Murcia (Spain): Occupational Classrooms. The research was theoretically based on an ecological approach of risk of educational exclusion and a multidimensional approach of school engagement. Focusing on a mixed-methods approach with a multilevel convergent nested design, it was possible to investigate multiple levels: macro (policies), meso (school), and micro (classroom), as well as interrelated elements that influence in the possibilities of re-engagement of these students. The results showed notable deficiencies in the professional performance of teachers working with students at risk, revealing difficulties in the professional development of teachers linked to administrative, institutional, cultural, and personal determinants. Similarly, negative repercussions were detected stemming from the involvement of the teaching staff and on the results of the students and their options for continuity in their educational trajectory. To conclude, the importance of cultivating both the necessary conditions for adequate training, as well as those aimed at making teachers feel supported, included, and recognized, were highlighted in this study.https://www.mdpi.com/2076-0760/11/12/544re-engagement programmesstudents at risk of exclusionteacher professional development |
| spellingShingle | María Trinidad Cutanda-López María Begoña Alfageme-González Teacher Training to Take Care of Students at Risk of Exclusion Social Sciences re-engagement programmes students at risk of exclusion teacher professional development |
| title | Teacher Training to Take Care of Students at Risk of Exclusion |
| title_full | Teacher Training to Take Care of Students at Risk of Exclusion |
| title_fullStr | Teacher Training to Take Care of Students at Risk of Exclusion |
| title_full_unstemmed | Teacher Training to Take Care of Students at Risk of Exclusion |
| title_short | Teacher Training to Take Care of Students at Risk of Exclusion |
| title_sort | teacher training to take care of students at risk of exclusion |
| topic | re-engagement programmes students at risk of exclusion teacher professional development |
| url | https://www.mdpi.com/2076-0760/11/12/544 |
| work_keys_str_mv | AT mariatrinidadcutandalopez teachertrainingtotakecareofstudentsatriskofexclusion AT mariabegonaalfagemegonzalez teachertrainingtotakecareofstudentsatriskofexclusion |