The conceptions of first cycle teachers about students merit: an exploratory research
The paper presents the results of a questionnaire survey aimed at describing the conceptions about merit in relation to students. 293 first cycle teachers of a Northern Italy municipality answered the questionnaire. The quali-quantitative analysis of data allowed the identification of a plurality of meanings
connected to the concept of merit in which commitment and achievements, in
some cases, integrate with ability to cope socio-cultural background disadvantage and to collaborate with classmates. Furthermore, data reveal an ambivalence of meaning ascribed to the concept of merit.
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