Teacher characteristics and teaching practices in classrooms with low socioeconomic status students
Supporting Agencies
- Instituto Nacional de Evaluación Educativa
Abstract
The relationship between student socioeconomic status and achievement has been stated over decades. Teacher is one of the key factors that can help to offset the effect of socioeconomic deficits on students. This work analyzed the characteristics and practices of teachers in classrooms with low socioeconomic status students. We used data from 1,073 teachers participating in the Teaching and Learning International Survey. We took variables relating to teacher professionals characteristics, teacher attitudes and beliefs and teaching practices. The results allow us to characterize teachers by low job satisfaction and interest in learning and teaching individualized approaches. They spend more class time on keeping order in classroom, and frequently give individualized work to students and monitor this work. Finally, we suggest some guidelines from educational policy that could help to improve learning among students of low socioeconomic status.
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