Exploring the Ideologies of 76 Teachers from One Guatemalan Community
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| Title: | Exploring the Ideologies of 76 Teachers from One Guatemalan Community |
|---|---|
| Language: | English |
| Authors: | Daniel, Mayra C. (ORCID |
| Source: | Teacher Development. 2022 26(1):1-16. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Ideology, Teacher Attitudes, Foreign Countries, Diversity, Academic Achievement, Culturally Relevant Education, Elementary School Teachers, Secondary School Teachers, Cultural Pluralism, Indigenous Populations, Learner Engagement, Cultural Background, Equal Education |
| Geographic Terms: | Guatemala |
| DOI: | 10.1080/13664530.2021.1991996 |
| ISSN: | 1366-4530 |
| Abstract: | This study explored 76 Guatemalan teachers' ideologies related to students' diversity, and how these influenced their work. Educators representing 79.1% of teachers from a community of 135,000 were gathered in seven focus groups ranging in size from nine to twelve participants. Recurrent themes documented teachers' espoused attitudes toward diverse students, and their perceptions of their ability to advocate for learners. Findings suggest that while Guatemalan educators are committed to helping students achieve academically, they struggle to determine what they can do to take on leadership roles and advocate for their students. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1335564 |
| Database: | ERIC |
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| Abstract: | This study explored 76 Guatemalan teachers' ideologies related to students' diversity, and how these influenced their work. Educators representing 79.1% of teachers from a community of 135,000 were gathered in seven focus groups ranging in size from nine to twelve participants. Recurrent themes documented teachers' espoused attitudes toward diverse students, and their perceptions of their ability to advocate for learners. Findings suggest that while Guatemalan educators are committed to helping students achieve academically, they struggle to determine what they can do to take on leadership roles and advocate for their students. |
|---|---|
| ISSN: | 1366-4530 |
| DOI: | 10.1080/13664530.2021.1991996 |
